|Title: ||Should ‘ought’ be taught?|
|Affiliation: ||Roehampton University|
|Citation: ||Mahony, P. (2009) Should ‘ought’ be taught? Teaching and Teacher Education 25(7), pp. 983-989|
|Journal: ||Teaching and Teacher Education|
|Issue Date: ||Oct-2009 |
|Additional Links: ||http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD8-4WB3797-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=1076441799&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=8562e98d37c4020ca028240ffb4439ca|
|Abstract: ||The argument in this paper is that teachers and other education professionals could benefit from the opportunity to develop ethical understanding, in addition to other aspects of professional knowledge. Having first discussed the nature of ethics, the first main section of the paper establishes the case in favour of including ethical education in the initial or ongoing professional learning of teachers. The case focuses particularly on showing the negative effects of the fashionable claim that ‘values are relative or subjective’ which I argue is a key source of confusion for teachers. In the final part of the paper I discuss some of the kinds of consideration about values and ethics that teachers might find useful.|
|Keywords: ||Teacher education|
|Appears in Collections: ||Research papers from the School of Education|
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