Combining Excellence and Ethics: Implications for Moral Education for the Gifted

Tirri, Kirsi

doi:10.1080/02783193.2011.530207

Cited by 45 publications

(36 citation statements)

References 16 publications

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“…This process is consistent with Kant's account of moral education in the sequence of caring, disciplining, cultivating, and civilizing (Giesinger, 2012), in which the BSA was operated as an inner dialogue to communicate the moral to participants, and eventually retrieve the inner morality from the participants. The repentance issues from the RJ and SI data showed a tendency of interpersonal relations problems for adolescents that are similar to Tirri's (2011) review of the studies by Yussen (1977), Colangelo (1982), and Tirri (1996).…”

Section: Recognitions Of Strengths and Limitationssupporting

confidence: 77%

“…Referring to the larger standard deviations with gifted students reported in the moral judgment study (Räsänen, Tirri, & Nokelainen, 2006) and the moral reasoning study (Narvaez, 1993), Tirri (2011) concluded the qualitative differences in the moral reasoning of gifted adolescents as well as the need to nurture moral motivation and moral sensitivity to make responsible moral judgments for moral dilemmas. An earlier proposition by Koro-Ljunberg and Tirri (2002) described a concept of ethics of empowerment to relate values and beliefs to academic motivation, self-image, and the academic work culture.…”

Section: Moral Educationmentioning

confidence: 94%

“…The Dawidowicz's (2003) study concluded that moral education outside a seminary environment in undiversified areas remains passive, because teachers do not instruct morality actively. Tirri (2011) reviewed research on moral judgment by Yussen (1977), Colangelo (1982), and Tirri (1996), who found a recurring focus on interpersonal relations among adolescents, to compare the moral dilemmas and highlight the issue of real-life dilemmas vs. hypothetical dilemmas. Koh (2012) described Kohlberg's (1958) theory of moral development to underscore the empirical approach to a universal ethical morality, in contrast to ethical relativism or the debating gap between moral judgment and moral action.…”

Section: Moral Educationmentioning

confidence: 99%

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College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Shih¹,

Tsai²

2017

UCER-B

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The paper analyzes a religion-based college's spiritual education through Buddhist sutra adaptation (BSA) experiences to explore the students' perceptions of good, filial piety, and environmental ethics, as well as their behavioral modifications, accordingly. The BSA is an artistic presentation of singing and signing in the Tzu Chi Missions for moral reflection on desire, anger, and ignorance. The participating students are interviewed and observed for their after-school participation of BSA experiences, and in the context of humanities course performance. This paper intends to highlight a special form of moral education through BSA experiences.

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Section: Recognitions Of Strengths and Limitationssupporting

confidence: 77%

Section: Moral Educationmentioning

confidence: 94%

Section: Moral Educationmentioning

confidence: 99%

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College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Shih¹,

Tsai²

2017

UCER-B

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“…These characteristics include being justice oriented, altruistic, idealistic, socially precocious, energetic, and empathetic. Because of their advanced intellectual abilities, gifted students are often more mature than the typical student in their capacity to evaluate moral issues (Tirri, 2011). As a result, pedagogies that focus specifically on issues of ethics and morality can be particularly useful when working with gifted students (Berkowitz and Hoppe, 2009).…”

Section: Gifted Educationmentioning

confidence: 99%

Beyond a deficit model of strengths training in schools

Bates-Krakoff¹,

McGrath

Graves³

et al. 2016

Gifted Education International

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Prior literature on the use of character strengths suggests that both deficiencies and excesses in the use of strengths can be problematic. While most school-based training in character strengths tends to focus on the former issue, an example is provided of a school-based program offered by the Mayerson Academy in partnership with the VIA Institute on Character that does not focus on deficiency but rather celebrates enhancing one's own personal key strengths. This program, entitled Thriving Learning Communities, will be implemented in 42 Cincinnati public schools this year. It aims to motivate students, as well as educators, to perform at their highest levels through encouraging increased use of character strengths. We provide an overview of the program and discuss how it may be modified by the teacher to offer a more nuanced perspective on character strengths within a gifted student population. Specifically, within a gifted classroom setting, we discuss ways in which educators can encourage gifted students to understand the importance of balancing their strengths and effectively matching their use of strengths to the situation. In addition to focusing on the use of signature or top strengths, we suggest a program that would aid gifted students in deciphering when it is most and least appropriate to use top strengths, through a dial-up/dial-down framework for targeted strength use.

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“…Often administrators caught in the dilemma of managing a budget and offering specialized educational services might pressure educators to practice unethically (Helton & Ray, 2009). An important aspect of gifted education is the building of ethical decision making (Tirri, 2011). As teachers face ethical dilemmas not consistent with ethical codes, such as being asked to teach beyond preparation and background, sharing confidential information about gifted students inappropriately, or coercing gifted students to participate in research (Moon, 2011), they gain expertise in transferring what they know about ethics to what is acted out in the classroom each day.…”

Section: Professional Ethicsmentioning

confidence: 99%

Enhancing Ethical Awareness

Montgomery

Walker

2012

Gifted Child Today

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As teachers continue professional development throughout their careers to better serve the educational needs of students who are gifted, it becomes apparent that one of the goals is to strive to increase self-awareness of ethical and moral professional decisions and actions. Often, this requires intentional reminders and deliberate work to increase awareness or consciousness to facilitate continual emotional growth. Furthermore, teachers are the mirrors for gifted students as they evaluate their values, actions, civility, and ethics for living and working among others, which is of particular importance in gifted education. The authors present some ways that ethical teaching includes both awareness of the codes of ethics published by professional organizations and the actions to enhance ethical awareness, such as reflective teaching, contemplative practices, and proactive ethical classrooms.

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Combining Excellence and Ethics: Implications for Moral Education for the Gifted

Cited by 45 publications

References 16 publications

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

College Students’ Spirituality Growth through Buddhist Sutra Adaptation Experiences

Beyond a deficit model of strengths training in schools

Enhancing Ethical Awareness

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