RELT 355 RELIGION AND ETHICS IN  MODERN SOCIETY

 

COURSE  SYLLABUS

 

 

I.                COURSE DESCRIPTION:

 

This course is a study of major ethical theories and their application to educational, business and current life issues and ethical decision making base on Christian perspective. Ethical case studies will be examined in detail, backed by biblical foundations. Pertinent and related readings will be discussed and time for reflective writing made available. Typical examples of topics discussed include professional ethics, euthanasia, abortion, sexual ethics and various other issues. The major goal of the course is to expose students to a Christian framework of values and ethics, leading them to make God-honouring decisions in a truth-relative world.

 

 

II. REQUIRED TEXTS:

McClellan, B. Edward. 1999. Moral Education in America. NY: Teachers College Press.

Dewey, John. 1975. Moral Principles in Education. Carbondale, IL.: Southern Illinois University Press.

Strike, K.A. & Soltis, J.F. 1998. – (Third edition). The Ethics of Teaching. NY: Teachers College Press, Columbia University.

III. COURSE OBJECTIVES:

Upon completion of this course, students will be able to:

1. Define two major categories of ethical theories: consequentialist and nonconsequentialist.

2. Identify major theorists and their contributions to ethical theories.

3. Analyze and verbally discuss a controversial ethical issue from both ethical theories.

4. Analyze and present in writing a controversial ethical issue from both ethical theories.

5. Critically examine various approaches for teaching ethics to children.

6. Present to the class one case study and reflect upon its resolution.

7. Develop and Integrate personal code of ethics with their teaching experience and practices.

8. Demonstrate  ethical decision making process.

9. Analyze and evaluate ethical dilemmas associated with education and schooling

10. Examine the role of values education in public and private schools.

 

 

IV. INSTRUCTIONAL STRATEGIES:

1.     class discussion

2.     small group discussion

3.     collaborative dialogues between students

4.      lecture

5.     videos

6.     role playing

7.     student presentations

8.     reflective writing

9.     guest speakers

10.  case study approach

11.  Consultation with the instructor outside of class is encouraged. Please feel free to call at home or the office when you wish to further discuss class material; or E-mail and/or fax.

 V. ATTENDANCE POLICY AND GRADING:

Class participation is expected. It presupposes attendance and includes: active listening, asking insightful questions, contributing information, facts and opinions, involvement in all class activities, and completion of assignments when due. Attendance is particularly important in a weekly class. Unexcused absences may result in a lower grade and/or additional assignments to replace missed classwork. More than two unexcused absences will result in a failing grade.

Grades: According to SU current Bulletin

 

STUDENTS ARE EXPECTED TO MAINTAIN STANDARDS OF HONESTY AND INTEGRITY

 

ALL ASSIGNMENTS MUST BE TURNED IN ON TIME. Instructor reserves the right to lower grades for late work. Such work must be accompanied by a written explanation as to why it is late. ALL ASSIGNMENTS MUST BE TYPED.

 

VI. BIBLIOGRAPHY OF REQUIRED ARTICLES:

Sommers, Christina, "Are We Living in a Moral Stone Age?," Imprimis, V. 27, N.3, March, 1998.

Himmelfarb, Gertrude, "A De-moralized Society?," Forbes, September 14, 1992.

Kohlberg, Lawrence, "The Cognitive-Development Approach to Moral Education", Taking Sides (ed. James Noll), 6th edition, Guilford, Ct., Dushkin Publishing, 1991.

Wynne, Edward, "The Great Tradition in Education:" Transmitting Moral Values, "Taking Sides (ed. James Noll), 6th edition, Guilford, Ct., Dushkin Publishing, 1991.

 

VII VIDEOS:

Professional Ethics: A Guide for Educators 174.9372 P 964,1991

Summerhill at 70 371.04, S955, 1992 

Schools and Educators: Religion and Education

 

VIII. SUPPLEMENTARY BIBLIOGRAPHY

Baum, R.J. Professional Ethics: A Multidisciplinary Journal. (A Quarterly journal – first publication, Summer, 1992)

Bennett, W.J. (1993). A Book of Virtues. NY: Simon & Schuster.

Board, C.D. (1965). Five Types of Ethical Theory. NJ: Littlefield.

Dewey, J. (1975). Moral Principles in Education. Carbondale, IL: Southern Illinois University Press.

Finnis, J. (1983). Fundamentals of Ethics. Oxford: Georgetown University Press.

Franklin, W.K. (1965). Three Historical Philosophies of Education. NY: Scott, Foresman & Co.

Gewirth, A. (1991). Can any final ends be rational? Ethics, 102, 66-95.

Glasser, J.W. (1994). Three Realms of Ethics. Kansas City: Sheed & Ward.

Glover, J. (Ed.). (1990). Utilitarianism and Its Critics. NY: Macmillan Publishing Company.

Goodlad, J. (1990). Moral Dimensions of Teaching. San Francisco: Jossey-Bass Publishers.

Josephson, M. (1992). Developing moral values in youth. Ethics: Easier Said Than Done. 34-88.

Kant, I. (1963). Lectures on Ethics. NY: Harper & Row.

Kidder, R. (1994). Shared Values for a Troubled World. San Francisco: Jossey-Bass Publishers.

Kipnis, K. (1987). How to discuss professional ethics. Young Children. 26-30.

Kirby, S.C. (1993). Values in Leadership for Catholic Higher Education. Cincinnati: SCHCS.

Lerner, M. (1976). Values in Education. IN: Phi Delta Kappa.

Lickona, T. (1991). Educating for Character. NY: Bantam Books.

McClellan, B.E. (1992). Schools and The Shaping of Character: Moral Education in America, 1607-Present. IN: ERIC.

Mill, J.S. (1987). Utilitarianism and Other Essays. London: Penguin Books.

Murphy, J. (1991). Visions and Values in Catholic Higher Education. Kansas City: Sheed & Ward.

Nash, R.J. (1991). Three Conceptions of Ethics for Teacher Educators. Journal of Teacher Education, 42, 163-72.

Russo, F.X. (1990). Confronting Educational Issues. Dubuque: Kendall/Hunt Publishing Company.

Scheffler, S. (1988). Consequentialism and Its Critics. NY: Oxford University Press.

Schulte, J.M. & Cochrane, D.B. (1995). Ethics in School Counseling. NY: Teachers College.

Shaughnessy, M.A. (1993). Ethics and The Law: A Teacher’s Guide to Decision-Making. Washington, DC: NCEA.

Sockett, H. (1993). The Moral Base for Teacher Professionalism. NY: Teachers College.

Strike, K.A. & Ternasky, P.L. (Eds.). (1993). Ethics for Professionals in Education. NY: Teachers College.

Sullivan, R.J. (1989). Immanuel Kant’s Moral Theory. NY: Cambridge University Press.

Vaughan, G. (1992). Dilemmas of Leadership: Ethics in the Community College. San Francisco: Jossey-Bass.

Wilcox, J. & Ebbs, S. (1992). The Leadership Compass: Values and Ethics in Higher Education. Washington, DC: ASHE-ERIC.

 

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