Description
Book SynopsisHow we teach ethics has been an ambiguous instructional area for many years. In religious schools it is left to the work of the religion teacher, and in public schools it is often incorporated into a civics course. Across the curriculum there are multiple points at which we can incorporate the study of ethics in interdisciplinary ways.
In this volume we will focus on how educators in high schools (grades 9-12) can incorporate the teaching of ethics effectively across all disciplines (Sciences, Humanities, Arts, Math and Technology).
The introduction of the book will be a foundational description of ethics - what it means to study ethics and to be an ethical person.
Trade Review
This book is a critical resource that helps educators identify the approach and practice of developing engaged citizens who learn with the greater good in mind. The chapters introduce processes for ethical decision making and provide practical examples that demonstrate how to put values, ethics, and religious principles into accessible well-designed units of study including case study and reflection. Each of the chapters are grounded on a deep belief that diversity of perspectives, class, race/ethnicity and faith are a benefit to learning contexts and lead to more equity in society.
-- Cheryl Jones-Walker, PhD, Associate Dean, School of Education, University of San Francisco
This book makes an important contribution to evolving discourse on the need, meaning and application of ethics in education. At a time of increased awareness, on the one hand, of persistent social and educational disparities, and on the other hand, of overt acts of divisiveness, the chapters in this book offer educators with timely and tangible ways in which they can integrate into curriculum and instruction, a critical reading of reality, while enabling students to utilize universal values and ethical stances in imagining new and transformative possibilities. The book also highlights ways in which educational institutions with religious affiliations, have an additional responsibility to leverage a values-, ethics-, morals-centered education that taps into students’ intellectual and spiritual capacities in their quest for justice, while at the same time engaging in a productive critique of the various ways in which each of these terms has come to be understood in discourse and practice. An important resource for educators across disciplines and contexts seeking to promote the type of education that leads to social change.
-- Shabnam Koirala-Azad, PhD, Dean, School of Education, University of San Francisco
This book encourages teachers to acknowledge their own need for reflection even before the actual instructional process begins. As a former teacher of Christian Ethics and now as one who assists in the formation of teachers, I consider self-reflection to be crucial to the teaching and learning process. I appreciate the invitation to engage teachers in self-reflection with their students on ethical topics which are uncomfortable but deserve the attention of both teacher and student. I believe our students learn to express themselves when grappling with challenging topics because their teachers are willing to enter into the struggle with them.
-- Boreta Singleton, MA, Director of Faculty Formation, Saint Peter’s Preparatory School, Jersey City, NJ
This book truly allows teachers and students to reflect upon their own personal values and ethics in a time when federal administration is failing to do so. Learners participate in deep, meaningful and sometimes challenging activities that move their thinking and actions from fairness to equity. Teachers are encouraged to find space for students to interact with such thoughts and ideas from personal biases and privilege to engaging in action for social justice. From a practical point of view, as an educational administrator, I see great value in teachers becoming familiar with this book in order to weave it into their curriculum where true change can happen.
-- Ann Bodnar, MA, Director of Curriculum and Instruction. The School District of South Orange & Maplewood, NJ
Table of ContentsSeries Preface - Dominic Scibilia
Foreword - Michael Duffy
Introduction - Jane Bleasdale
Chapter 1 Ethics -some words on writing - Julie A. Sullivan
Interlude - Jane Bleasdale
Chapter 2 Processing our beliefs - Nancy James
Interlude - Jane Bleasdale
Chapter 3 Humanistic social emotional learning -Margaret Peterson
Interlude - Jane Bleasdale
Chapter 4 Teaching digital ethics - Nicole Cuadro
Interlude - Jane Bleasdale
Chapter 5 Espousing equity and inclusion in an english class - Austin Pidgeon
Interlude - Jane Bleasdale
Chapter 6 Ethical decision making from the roman catholic tradition - Alex McMillan
Interlude - Jane Bleasdale
Chapter 7 US History: an ethical perspective - Tricia Land.
Interlude - Jane Bleasdale
Chapter 8 Ethics in mathematics class discussions - Robert Bonfiglio
Interlude - Jane Bleasdale
Chapter 9. Healthcare: ethics for adolescents - Rich Marfuggi
Interlude - Jane Bleasdale
Epilogue - Dominic Scibilia
