Understanding, acting, verbalizing and persevering – Swedish teachers’ perspectives on important ethical competences for students

Lilja, Annika; Osbeck, Christina

doi:10.1080/03057240.2019.1678462

Cited by 15 publications

(5 citation statements)

References 16 publications

(30 reference statements)

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“…We approach HRE from a pedagogical angle based on Dietrich Benner's (2005;2008) non-affirmative theory of formation, while our philosophical analysis builds on the political thinking of Hannah Arendt. From this dual approach we discuss the qualification of teachers 73 to address didactic challenges and dilemmas in the overlapping areas of RE and HRE (Lilja & Osbeck, 2020;Osler and Starkey, 2018). We place this in relation to the pedagogical paradox and argue that teacher students learning about human rights as a legal and normative framework should also have the possibility of a deeper philosophical understanding of and reflection on the basic values that underpin them.…”

Section: Human Rights Education In Denmark and Didactic Challengesmentioning

confidence: 99%

Human rights education and the conscience of mankind: developing didactics of perplexity

Sigurdsson

Andersen

2022

HRER

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The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.

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Section: Human Rights Education In Denmark and Didactic Challengesmentioning

confidence: 99%

Human rights education and the conscience of mankind: developing didactics of perplexity

Sigurdsson

Andersen

2022

HRER

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“…Not only the policy studies but also the analyses of teacher perspectives on central ethical competences for their pupils to develop widen the perspectives in relation to the analytical and argumentative perspectives of Swedish curriculum (Lilja & Osbeck 2019). In the interviews, teachers stress the importance of ethical competences to understand, act, verbalise and persevere, which furthermore differ in what they are directed towards and work in defence of, for example, oneself, others or the broader social context.…”

Section: Ethico: Researching Conceptions Of Ethical Competencementioning

confidence: 99%

Powerful knowledge? A multidimensional ethical competence through a multitude of narratives

Osbeck¹

2020

HTS Teologiese Studies / Theological Studies

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“…These philosophers represent different approaches to ethics. Influenced by Tappan's (2006) sociocultural moral development theories, we have interpreted these philosophers' theories as four different ethical voices (Lilja & Osbeck 2019). Nussbaum is the ethicist behind the voice of virtue.…”

Section: Ethical Voices Through Four Ethicistsmentioning

confidence: 99%

Ethical competence expressed in students’ written texts

Lilja

2020

HTS Teologiese Studies / Theological Studies

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Teaching ethics in compulsory school regained urgency some years ago in Sweden when National Tests in ethics were introduced. Students were evaluated as having or not having the ethics knowledge required. The aim of this study is to investigate what aspects of ethical competence students express in texts from National Tests, and to investigate what cultural tools 12- and 15-year-old students use in their texts about a given ethical situation. A qualitative content analysis was performed in three steps. In the first step, four aspects of ethical competence were identified: to verbalise, to take a stand, to take responsibility for one’s actions and an understanding of life. In the second step, the identified ethical competence was interpreted through four ethical voices building on the theories of Nussbaum, Løgstrup, Benhabib and Singer, showing that the students’ texts contain varying aspects of ethics. In the third step, cultural tools used by the students were identified. The conclusions were that (1) some ethical perspectives, such as the societal and global perspectives, are disadvantaged in the analysed texts, and accordingly in the tasks; (2), ethics is a difficult subject to assess in a fair way; and (3) since cultural tools are dependent on the social, cultural and historical context, the school has a responsibility to teach ethics in a way that gives all students the power and authority to live good lives.

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Understanding, acting, verbalizing and persevering – Swedish teachers’ perspectives on important ethical competences for students

Cited by 15 publications

References 16 publications

Human rights education and the conscience of mankind: developing didactics of perplexity

Human rights education and the conscience of mankind: developing didactics of perplexity

Powerful knowledge? A multidimensional ethical competence through a multitude of narratives

Ethical competence expressed in students’ written texts

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