This diploma thesis deals with the issue of freedom as a goal of education and is divided into two basic parts the theoretical part and the empirical part. In its first chapter, the theoretical part notes on the philosophical reflection of the phenomenon of freedom, chapter two approaches the philosophical foundations of education for freedom, where not only a philosophy of education, but also freedom in the context of responsibility are presented. Chapter three discusses the phenomenon of freedom in the context of pedagogy of leisure. The last as well as the most extensive chapter of the theoretical part is focused on freedom as a goal of education, not only education in the family, at school, but also being part of teaching ethics and teaching in institutions of leisure time. The essence of the empirical part is the questionnaire survey where parents, teachers and educators in institutions of leisure time are being interviewed concerning their experience with education of children and adolescents for freedom and for responsibility. The empirical part is also supplemented with case studies. Based on the questionnaire survey and case study evaluations, recommendations and own suggestions are being introduced.

Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 LeonardoRG.pdf: 4834241 bytes, checksum: d5d0177973b583b09f12fb8e32013bb3 (MD5) Previous issue date: 2010-03-15 / The daily teaching invokes us to answer questions that surround the educational action, they are ethic and political exercises of us teachers, considering the responsibility that is presented to us in circumstance of perspective that we create as for our students? formation. Considering the public school Terezinha Paulino as stage of the daily teaching which we invested, and finally, the school gymnastic group (GGTP), as pedagogical practice specifically attended during this study, we launch the following questions: 1. What are the ethic indicators present in the experience lived by GGTP members? 2. What s the meaning of these indicators for the GGTP members? 3. Do these meanings configure a socio-political dimension of the individuals involved formation ? What socio-political dimension is that? And What is its contribution to think of Physical Education in school? From these issues, we highlight our goals in this research: investigate the educational experience lived in GGTP, with a focus on the ethical elements that characterize and reflect the relationship of these elements in the socio-political dimension of Physical Education in school. To answer the initial questions and achieve our goals, we use the Content Analysis (BARDIN, 2004) as a methodological contribution of this research. From this methodological contribution we got two strands of the discussion here related: relational behavior of living and undesirable relational conduct and non-social. typical examples of good living are: union, cooperation, solidarity, fraternity, conversation, dialogue, love, trust, responsibility, commitment, dedication, application, respect, partition, sharing, gratitude, companionship, kindness Correspond to undesirable behaviors conduct: intrigue, strife (dispute), vanity, arrogance, anger, rage, fury, nervousness, anxiety and fear. Permeates the categories discussion, The group of knowledge produced by different authors, Humberto Maturana predominate among them, sometimes related to some of its main partners, , Jos? Varela, Gerda Verden-Z?ller and Sima Nisis de Rezepka. Although less frequent, we broach other authors, including Edgar Morin and Paulo Freire, to enlarge, articulate, and thus contribute to support the notes, contents of this study. Besides the introductory chapter, is the content of this dissertation: ethics: textual understanding, the methodological way; relational behaviors of living; undesirable conduct relational and non-social; gymnastics as an ethical and political bet on training human. In ethics: textual understandings, we make a brief introduction to distinguish the ethical field which we are advancing; In the methodology way, we briefly describe the implementation of the analysis content (BARDIN,2007); in relational behaviors of living, as well as, in undesirable relational conduct and non-social, we point out the meanings discussing them supported on theoretical contribution of this research. Finally, in gymnastics as an ethical and political bet on training human, we point out some possibilities for the gymnastic practice and physical education at school, as well as to think about education by training human bias. / O cotidiano docente nos invoca a responder quest?es que cercam a a??o educativa, o que constitui exerc?cios de ?tica e de pol?tica de n?s professores, considerando a responsabilidade que nos ? apresentada em circunst?ncia da perspectiva que criamos quanto a forma??o de nossos alunos. Considerando a Escola Municipal Terezinha Paulino como palco do cotidiano docente a qual investimos, e por fim, o Grupo Gin?stico dessa escola (GGTP), como pr?tica pedag?gica, especificamente tratada no decorrer desse estudo, lan?amos m?o das seguintes quest?es: 1. Quais os indicadores ?ticos presentes na experi?ncia vivida pelos integrantes do GGTP? 2. Qual o sentido destes indicadores para os integrantes do GGTP? 3. Esses sentidos configuram uma dimens?o s?cio-pol?tica da forma??o dos sujeitos envolvidos? Que dimens?o s?cio-pol?tica ? essa e qual a sua contribui??o para pensar a Educa??o F?sica na escola? A partir destas quest?es, destacamos nossos objetivos nessa pesquisa: investigar a experi?ncia educacional vivida no GGTP, tendo como enfoque os elementos ?ticos que as caracterizam, bem como refletir a rela??o desses elementos na dimens?o s?cio-pol?tica da Educa??o F?sica na escola. Visando responder as quest?es iniciais e alcan?ar nossos objetivos, recorremos a An?lise de Conte?do (BARDIN, 2004) como aporte metodol?gico dessa pesquisa. A partir do mesmo foi que chegamos aos dois eixos de discuss?o aqui relacionados: condutas relacionais da conviv?ncia e condutas relacionais indesej?veis e n?o-sociais. S?o pr?prios das condutas da boa conviv?ncia: uni?o, coopera??o, solidariedade, fraternidade, conversa, di?logo, amor, confian?a, responsabilidade, compromisso, dedica??o, aplica??o, respeito, partilha, compartilhar, gratid?o, companheirismo, benevol?ncia. Correspondem as condutas indesej?veis ao bom conv?vio: intriga, contenda (disputa), vaidade, arrog?ncia, raiva, ira, f?ria, nervosismo, ansiedade e medo. Perpassa a discuss?o das categorias, o conjunto de conhecimentos produzidos por diferentes autores, entre eles predomina Humberto Maturana, ora relacionado ? alguns de seus principais parceiros, Jos? Varela, Gerda Verden-Z?ller e Sima Nisis de Rezepka. Embora menos freq?ente, abordaremos outros autores, entre eles Edgar Morin e Paulo Freire, para ampliar, articular, e assim, contribuir para alicer?ar os apontamentos, conte?dos desse estudo. Al?m do cap?tulo introdut?rio, constitu? o conte?do dessa disserta??o: ?tica: compreens?es textuais; o caminho metodol?gico; condutas relacionais da conviv?ncia; condutas relacionais indesej?veis e n?osociais; gin?stica geral como aposta ?tica e pol?tica na forma??o humana. Em ?tica: compreens?es textuais, fazemos uma breve introdu??o para distinguirmos o campo ?tico a qual estaremos avan?ando; em o caminho metodol?gico, descrevemos brevemente a aplica??o da an?lise de conte?do (BARDIN, 2007); em condutas relacionais da conviv?ncia, assim como, nas condutas relacionais indesej?veis e n?o-sociais, apontamos os sentidos discutindo-os alicer?ados pelo aporte te?rico dessa pesquisa; por fim, em gin?stica geral como aposta ?tica e pol?tica na forma??o humana, apontamos algumas possibilidades para a pr?tica da gin?stica e da Educa??o F?sica escolar, assim como, para pensar a educa??o pelo vi?s da forma??o humana.

SŮVA, Jiří. Theoretical Foundations and Pedagogical Model of Ethics Education for Policing. Prague, 2014. Dissertation work. The Pedagogical Faculty of the Charles University. Department of Civics and Philosophy. The dissertation combines analytical passages with philosophical reflections focusing on the theoretical foundations of ethics education of police officers, especially in the initial education. Rather implicit theoretical basis of contemporary police ethics education is identified as psychologically overstressed, focused on the narrow sphere of common mores, limited by competence-based approach, and mainly as unclear as to the answering of the basic questions which can generate compact understanding of police ethics and its education in terms of its possibilities, objectives, content, means, etc. In four chapters of this work we can see an attempt to offer such answers in an integral pedagogical model. These answers concern the differentiation of common mores from individual morals and ethics, the multidisciplinary nature of ethical discourse, the impossibility to "manufacture" results in ethics education, the meeting of the legal and the moral in The Code of Ethics of the Police of the Czech Republic, but also the context of ethics education within the postmodern spirit of the world-age,...

The medical ethics curriculum is an important part of medical education as it helps foster students to become virtuous and compassionate caretakers. The format of the curriculum is intended to expose students to ethical and moral issues early in their careers and allow them to apply their knowledge in clinical situations. However, the implementation of the curriculum is incredibly varied and fraught with challenges. This thesis explores the challenges of the current format of the medical ethics curriculum and the repercussions that will extend throughout medical school and moving into residency and beyond. It will additionally delve into potential solutions that, if implemented conscientiously, can encourage more engaged and thoughtful discussions in the classroom and the clinical setting. It is the ultimate hope that such interventions will result in students’ increased moral development and shape these future physicians into better caretakers, colleagues, and leaders. / Urban Bioethics

<p dir="ltr"><b>Background:</b> Though ethics has been recognized as an important aspect of engineering education, there is not a definitive consensus on what ethical engineering is. This dissertation seeks to understand what constitutes ethical behaviors in engineering by distinguishing them from other normative behaviors.</p><p dir="ltr"><b>Purpose:</b> This study aims to understand what ethical engineering looks like in practice by addressing the research question: To what extent do engineering ethics experts agree when normative behaviors in engineering are also ethical in nature? While definitions of what constitutes ethical engineering practice are varied in the literature and have been debated theoretically by scholars, this study adopts an empirical approach to understand how experts in engineering ethics conceptualize ethical behaviors in engineering.</p><p dir="ltr"><b>Methods:</b> This dissertation study uses a Delphi process to build consensus among experts on what behaviors constitute ethical engineering practice. The Delphi panel consisted of 27 scholars, educators, and practicing engineers with expertise in engineering ethics who provided iterative feedback across three rounds of data collection through questionnaires. Round 1 generated 25 statements of normative behaviors in engineering. Round 2 prompted panelists to judge the ethicality of each behavior. Round 3 presented panelists with the aggregated responses and opinions from the previous round and invited them to revise their judgments.</p><p dir="ltr"><b>Findings:</b><b> </b>The results of the Delphi process identified areas of consensus and disagreement among the panel on which normative behaviors in engineering are generally considered ethical or non-ethical in nature. Of the 25 statements, panelists agreed that 20 of the behaviors tended to be ethical in nature and one behavior tended to be non-ethical in nature, while the remaining four statements did not yield consensus.</p><p dir="ltr"><b>Contribution:</b> This research aims to provide clarity around what constitutes ethical behaviors in engineering by differentiating them conceptually from other normative behaviors in engineering practice. The empirical approach taken in this study has implications for research, teaching, and assessment in engineering ethics education. Specifically, the questionnaire developed through the Delphi process can be deployed to study engineering students and practitioners to make broader claims about what is ethical in engineering.</p>

The construction industry is inundated with many ethical problems that have supported its negative stigma as an unethical and corrupt industry. This inundation instigates the requirements of ethics instruction by accrediting bodies of construction education with the art of teaching this secondary topic left up to construction educators. Literature offers suggestions; however, there is not much understood regarding pedagogical best practice to ensure students are ethically sensitive (aware) to ethical issues related to the construction industry. This research attempts to move toward an understanding of construction ethics education's influence on students' ethical sensitivity. Two research strands were employed. The first strand included the development of a broad collection of ethics pedagogical techniques used in construction education (independent variable), via the administration of a how ethics is taught in construction survey (HETC) to both faculty and students of purposefully selected construction programs. The second strand included the development and administration of a Test for Ethical Sensitivity in Construction (TESC) to evaluate construction students' ability to recognize ethical issues that are specific to the construction industry (dependent variable). Results of the first strand illustrate a wide range of pedagogical techniques available to teach ethics in construction programs to assist and inspire the improvement of construction ethics education. Results of the second strand illustrate various degrees of difficulty students had recognizing ethical issues of the TESC and how this related to ethical content coverage in construction programs' curricula. In addition, regarding participants of this study, there were significant differences found in student level of ethical sensitivity based on program of enrollment; however, there were no significant differences found based on student recollection of the placement of ethics in their curriculum, professional experience, age, or gender. It appears that ethics education has some influence on the professional ethical sensitivity of construction students; however, more research is necessary to confirm the degree of influence. Additional research is necessary to identify the most current and critical ethical issues of the construction industry to develop an auxiliary form of the TESC while controlling for other variables such as co-curricular and personal experiences. / Ph. D.

This work is focused on ethics education for pupils of older school age. The first part is theoretical, the basic definitions are presented here. Older school age is described from a view of evolutionary psychology and also changes typical for this age are mentioned. The work deals with the position of the ethics education for older school age in the curricula of the Czech Republic and it presents different views on this topic. The practical part concerns the research of the ethics education for older school age in district of Tábor. The final section provides commentary of the results of the research survey among teachers of the ethics education for older school age and it analyses the obtainech infomation.

Diploma work aims on ethics education for pre-school children. First gives theoretical frame with specification of terms as etics, morality and definition pre-school period from development a psychological perspective. Approaching selected fields of children's moral development and show it in connection with traditional and contemporary strategy of education. In comparison is showing differences and conformity in particular conceptions. Practical part apply specific project realized last year with small group of pre- school children in selected kindergarten/nursery school. Work think about question of strengthening moral and ethics education in contemporary education system of pre-school teaching and suggest targeted intensification of discussion between teachers and children on chosen ethical topics.

<p>Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. </p> / <p>This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.</p>

Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. / This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.