Shifting Higher Vocational Education Teachers' Response Toward Inward Affective Involvement in Ethical Dilemmas: Perspectives on the Design of Affective Learning Experiences to Inform Students’ Attitude Toward an Ethical Dilemma

Abstract

Higher vocational education teachers often encounter students who are inclined to view ethical dilemmas with an inner distance. If teachers’ input comes solely from the cognitive rather than the affective component, the interaction about the ethical dilemma between teacher and students will never progress beyond that level of inner distance. In our qualitative study, a total of 31 higher vocational education teachers from 6 educational programs were placed in an experiential position by presenting them with an ethical dilemma. This study aims to inform the analysis and exploration of the problem of our overall design-based research project. By asking them about this dilemma in teams, they were stimulated to respond to the ethical dilemma and to view it affectively. The results show that most teachers kept their distance from the ethical dilemma. Only when their fundamental beliefs were being challenged they seemed to assume some degree of inward affective involvement. This study contributes to theoretical and practical knowledge about stimulating inward affective involvement with ethical dilemmas so that students can develop a conscious value-expressive attitude.

Towards preparing teachers for guiding inter‐affective learning experiences in a higher vocational education curriculum

“…This study is part of the prototyping phase of a larger design‐based research (DBR) (McKenney & Reeves, 2012) project set within a Dutch higher vocational education institute. The design challenge of the overall DBR study is how to create a space in a classroom where students are encouraged to connect at the affective level with a value conflict, with themselves and with others (den Heijer, 2022). A qualitative research design with group discussions (Cohen et al, 2007) was used to answer the research questions.…”

“…The inter‐affective learning experience consisted of the following elements: presentation of a personal ethical dilemma, verbalizing feelings to others about the dilemma, forming an initial opinion about the dilemma, naming different aspects of the ethical dilemma, verbalizing to others the choice of action in the ethical dilemma, naming values and inner feelings, naming one's own core values, and invitation to empathize with the feelings of others. The design of the inter‐affective learning experience was based on findings from previous research (den Heijer, 2022) and initial assumptions on how to create a space for sharing at the affective level, which after inductive coding we called an inter‐affective learning environment (see section ‘Data collection and analysis’ for the iteration): The value conflict must involve a realistic situation that confronts students with practical difficulties, while also inviting an intuitive choice of what action to take. Working on facing the value conflict must take place in groups, and adequate time and space for students to explore their own values must be provided. Students' willingness to be inwardly emotionally affected both by the value conflict and by others must be encouraged during the experience. Students' willingness to express a congruent moral stand and to voice their own personal values must be encouraged, without the fear that any of this will be used against them later. …”

“…All transcripts, organized by group, were read by the first author, who selected relevant text fragments. The analysis started with deductive coding of core concepts used in previous studies (e.g., affective learning, affective involvement, den Heijer, 2022). During this process a new theme emerged: inter‐affectivity.…”

“…The inter-affective learning experience consisted of the following elements: presentation of a personal ethical dilemma, verbalizing feelings to others about the dilemma, forming an initial opinion about the dilemma, naming different aspects of the ethical dilemma, verbalizing to others the choice of action in the ethical dilemma, naming values and inner feel ings, naming one's own core values, and invitation to empathize with the feelings of others. The design of the inter-affective learning experience was based on findings from previous research (den Heijer, 2022) and initial assumptions on how to create a space for sharing at the affective level, which after inductive coding we called an inter-affective learning environment (see section 'Data collection and analysis' for the iteration):…”

The Role of Social Sciences in Character Education Based on Pancasila Student Profiles

“…It is hoped that the acquisition of knowledge and understanding that students already have can encourage actions based on reason, which can then be applied in their lives. Values and attitudes are important in the affective domain, especially values and attitudes towards society and humanity (Den Heijer et al, 2022). For example respecting human dignity and being sensitive to the feelings of others, especially values and attitudes towards the state and nation.…”