This study explores the factors that influence how three First Nations educators in the City of Saskatoon define ethics, identify ethical dilemmas, and resolve ethical dilemmas.<p> Using the case-study methodology guided by respectful inquiry with First Nations people, the study sought to identify influential factors affecting the ethical considerations among three Aboriginal educators. The research questions were: 1) How do three Aboriginal educators define ethics? 2) How do the three Aboriginal educators identify an ethical dilemma? 3) What factors do the three Aboriginal educators identify as influencing the resolution of ethical dilemmas? The study sought to identify how the educators perceive ethics, and was not meant to be built on a priori theory of ethics. The reliance on ethical theory beyond what was generated by the participants or through relevant and related studies was carefully selected so as not to impede the expression of the understandings of the participants and the interpretations and understandings of the researcher and readers.<p> The study found that the participants identified their definitions, instances, and resolution of ethical dilemmas as reflecting the experiences of the participants. Their histories are a part of the diversity of First Nations people, and it is their stories that illustrate the ethical frameworks of the participants. The study participants reported a connection to their First Nations cultures from which they drew. Their influential experiences, though, have diminished a concrete connection to their First Nations cultures. They maintain a sense of belonging to an Aboriginal collective, and it is this membership that frequently defines their ethical dilemmas.

This study explores the factors that influence how three First Nations educators in the City of Saskatoon define ethics, identify ethical dilemmas, and resolve ethical dilemmas.<p> Using the case-study methodology guided by respectful inquiry with First Nations people, the study sought to identify influential factors affecting the ethical considerations among three Aboriginal educators. The research questions were: 1) How do three Aboriginal educators define ethics? 2) How do the three Aboriginal educators identify an ethical dilemma? 3) What factors do the three Aboriginal educators identify as influencing the resolution of ethical dilemmas? The study sought to identify how the educators perceive ethics, and was not meant to be built on a priori theory of ethics. The reliance on ethical theory beyond what was generated by the participants or through relevant and related studies was carefully selected so as not to impede the expression of the understandings of the participants and the interpretations and understandings of the researcher and readers.<p> The study found that the participants identified their definitions, instances, and resolution of ethical dilemmas as reflecting the experiences of the participants. Their histories are a part of the diversity of First Nations people, and it is their stories that illustrate the ethical frameworks of the participants. The study participants reported a connection to their First Nations cultures from which they drew. Their influential experiences, though, have diminished a concrete connection to their First Nations cultures. They maintain a sense of belonging to an Aboriginal collective, and it is this membership that frequently defines their ethical dilemmas.

Η εργασία αυτή διαπραγματεύεται το Πρόγραμμα «ΜΕΛΙΝΑ» το οποίο θεωρείται πρωτοποριακό στην Ελλάδα διότι προσφέρει, μέσα από τις δυνατότητες της τέχνης, την ευκαιρία για πολλαπλές αναγνώσεις τόσο των γνωστικών αντικειμένων όσο και των συναισθημάτων των μαθητών που μετέχουν στην επικοινωνία. Η κεντρική ιδέα του προγράμματος είναι το παιδί και η αυτοεκτίμησή του, ο σεβασμός στις ανάγκες του, στις ικανότητές του, στους ρυθμούς και στους χρόνους του, στις ιδιαιτερότητές του. Έτσι, το Πρόγραμμα έχει ως βασικό μέσο τις τέχνες για την προσέγγιση των γνωστικών αντικειμένων, αλλάζοντας τη μεθοδολογία του παραδοσιακού σχολείου και δίνοντας απάντηση στο πώς μπορούν να αναπτυχθούν κανονικά και ισάξια οι γνωστικές, συναισθηματικές, ψυχοκινητικές και κοινωνικές δεξιότητες του παιδιού, παράλληλα με την απελευθέρωση της φαντασίας και της δημιουργικότητάς του. / This paper discusses the "MELINA" Project, which is considered innovative because it offers in Greece, through the possibilities of art, the opportunity for multiple interpretations of both the subjects and the emotions of the students involved in communication. The central idea is the child and his self-esteem, respect their needs, their abilities, and the pace of the times, the peculiarities. Thus, the program is a key instrument for the arts approach of disciplines, changing the methodology of traditional school and giving answer to that can grow normally and equally cognitive, affective, psychomotor and social skills of the child, along with the release imagination and creativity.