PHILOSOPY OF

SCIENCES
BALQIS HUSEIN & MEITA LESMIATY KHASYAR
ETHICS & MORALITY
IN EDUCATION
Ethic Defines
ethics describes the theoretical, systematic, and rational reflection upon that
human behavior (Churchill,1982).

Ethics is the branch of philosophy which tries to probe the reasoning behind our moral
life. The critical examination and analysis through the concepts and principles of ethics
help to justify our moral choices and actions (Reiss, 1999).

Ethics is firmly connected to virtues of responsibility, trust and credibility. It

should always be fair, honest, transparent, and respectful of the rights and privacy
of others in society (Frank et al., 2011).
Three meaning of ethics

ethics is commonly taken as a synonym for morality, the universal values and
standards of conduct that every rational person wants every other to follow.
ethics is a well‐established branch of philosophy that studies the sources of human
values and standards, and struggle to locate them within theories of human individual
and social condition.
Professional ethics, and it is not universal nor is it ethical theory; it refers to the special
codes of conduct adhered to by those who are engaged in a common pursuit.
Professional ethics is an integral part of the concept of a profession.
(Kovac, 1996)
Ethic in education

Ethics in Education: sets the standards of what’s acceptable and what’s not, therefore,
protecting the Interest of both teachers and students.
Ethics in Education is appraised as the segment of the human right to Education.
Ethics in Education is a board term for learning experience deliberate to help students
grow ethically, whether in terms of expanded ethical awareness and understanding or
greater motivation to act ethically in the whole world.
(Chowdhury, 2016)
Purpose of ethic in education
• to grow intellectual dimensions that will authorize people to recognize ethical
dimensions of issues and address ethical issues in the field as various as medicines,
economics and policy amid others.
• to develop critical thinking skills, intentional on one’s purposes, particularly the ability
to reflect and the theoretical and practical effect of personal and collective human
actions.
Moral Education covers four strong pillars
character and morality,
the people and the community,
civic study, and
cultural study and soluble in academic
content with an exploration of character
and ethics.
Fostering Morals & Ethics and Character Education Through
Teaching Practices
 Ethics and Moral can be fostered through a myriad range of teaching techniques such
as role‐play, drama, simulation, educational games, debates, discussions, projects,
group work, educational visits, interviews, brainstorming (Unesco, 1991) .
 Other teaching techniques involve project assessments, group work evaluation,
observation techniques, interviews, pre‐test, post‐test, anecdotal records, and
audio‐visual evaluations (Churchill et al., 2013).
 utilizing the resource materials using poems, stories, songs, photographs, posters, and
slogans (Unesco, 1991) .
Fostering Morals & Ethics and Character Education Through
Teaching Practices
• Teacher Training Through Professional Development Program: Teachers’
professional development programs may utilize case methods to promote ethical and
moral development among teachers. Teachers need to be taught how to facilitate a
case analysis, improve their moral vocabulary, and critically reflect on various matters
related to moral and ethical issues.

• Role‐Play and Discussions: Based on classroom exercise role‐plays and discussions

can be effective to sharpen critical thinking and develop an appreciation of ethical
aptitudes (Rosnow, 1990). Role‐plays based on dual‐use of dilemmas motivate
students’ active engagement with ethical issues, and work as a catalyst for developing
critical, analytical, argumentative and verbal skills.
Fostering Morals & Ethics and Character Education Through
Teaching Practices
• Historical Case Studies:
• A recommended approach to teach scientific ethics is through a case method in which
students are introduced to ethical questions surrounding any realistic situation. In this
context, teachers need to understand the multi‐faceted relationship between
science and values, and appreciate the nature of science through reflexive exercises
and case studies.
• Engagement Through Students’ Debate and Discussions: This will allow students
to explore the implicated components related to this issue. It is important to ensure that
when students are involved in their own evaluation of an ethical‐dilemma related to
science, they have solid understanding of the science behind the
issue
• Adopting Professional Values Through Work Placement: by engaging in work
placement programs, students can benefit when they adhere to and reflect on the
workplace value systems and the ethical nature of work practices.
 “Each person does see the world in a different way. There is not a single, unifying,
objective truth. We’re all limited by our perspective.” – Siri Hustvedt
Conclusion
The Ethics in Education is very crucial for all the students because they help to
develop the students’ personality.
Ethics in Education assist to manage the education system and make sure that these
habits positively take part in human well-being.
Ethics and morality in Education generally are not be taught directly to the students
but it can be incorporated into various teaching techniques.
 REFERENCES

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