Ethics in Higher Education

Ethics in Higher Education Collection aims to help students, teachers and higher education administrators to stay well informed on ethical issues affecting university life, and to understand how to advocate for the respective interests of all interested parties, at the institutional, state, regional and international levels.
From the empirical point of view the collection on ethics in education includes documents that explain what the newest forms of innovative education are, why didactic method is as important as the delivery of a good curriculum, and this collection could even give concrete insights on how to support by means of institutional efforts students to aspire to and plan for education.
The main aim of the collection is to transcend the empirical layer of education in order to provide a careful normative description and ethical incentives for good education. But what does good education mean? Is it mastering of technology, developing disinterested knowledge, apply practical knowledge in context, or self-understanding and virtue? Inspired by the wisdom collected since early Antiquity to the current contexts, Globethics.net Library should help to manifest the highest level of academic integrity and reminds us that simply dealing with others honestly and fairly are universal values.

 

Classification tree: Overview

EC0    Reference works
EC1    Philosophical history and meta-doctrines on the value of good education for life
EC2    Education, research and assessment methods in contemporary education institutions
           and ethics
EC3    Education, research and society
EC4    Education and ethics: ethics in the transmission of knowledge, in the reception
           of knowledge and the organisation of higher education
EC5    Education and economics
EC6    Education, politics and policy
EC7    By geographical areas
EC8    Other

 ----------------------------------------------------------------------------------------------------------------

Classification tree: Details

EC0     Reference works
            EC01    Doctoral theses, masters and dissertations on education
            EC02    Codes    
            EC03    Book reviews
            EC04    Bibliographies
            EC05    Handbooks
            EC06    Curricula
            EC07    Aims and purposes of education
 

EC1     Philosophical history and meta-doctrines on the value of good education for life

            EC10     General: proper aims and guiding ideals of education, education epistemologies

                          EC100     The aim and ideal of education as truth-telling (parrhesia, "dire vrai")

                          EC101     Science as making or doing. Purpose of education as scientific
                                           craftsmanship, technology, art, (techne)

                          EC102     Science as justified true belief and disinterested knowldege (episteme)
                                           or impact oriented practical reasoning (phronesis)
                          EC103     The ideal of wise education (sophia) and the good balance/
                                           moderation (sophrosyne) or excellence (arete) 

                          EC104     Science and adressing the limits of knowledge. Skepticism and dogmatism

                          EC105     Science without religious belief is it possible, desirable?

                          EC106     Educators and the role of writing, scientific language and literacies

                          EC107     Educators as inventors and epigonal education (creators vs. disciples,
                                           imitators)

           EC11     Education and knowledge acquisition models 
                         EC110     Ideal of education based on the praxis of the dialectic method of reasoning
                                          and the resolution of disagreement through rational discussion
                                          (Socratic maieutic, participation based learning, interactive models
                                          of teaching )

                         EC111     Ideal of education based on the resolution of opposing assertions, the unity
                                          of opposites (Heraclitus, Hegel) or on the transformative model
                                          of education    

                         EC112     Education trough the experience: the role of the environment,
                                          knowledge as social construction (Locke, Piaget) and behaviour
                                          based education

                         EC113     Apprenticeship and the cognitive innate structure of the mind, emotions
                                          and language (Descartes, Leibniz, Chomsky)

                         EC114     Aim of the instruction: efficient learning/teaching vs. spontaneous exploration,
                                          discovery of novel information
                         EC115     Teaching how to managing a class vs. teaching the passions for teaching
                                         (in class, out of class, supervision, flexible pedagogy) 

                         EC116     Harmony as the horizon of teaching and learning: inclusion, integration,
                                         holistic and integral formation of persons along with rigorous research

           EC12     Historical perspectives on the aims and purpose of a good education 

                         EC120     In the monoteist traditions (as in the Ancient Testament, New Testament)
                                          and in the Islam

                         EC121     In the great Eastern spiritualities (including Confucianism, Indian
                                          philosophy, Buddhism and Jain philosophy and Zoroastrism)

                         EC122     The rhizomatic understanding of education or the opposition to hierarchic,
                                          tree-like conceptions of knowledg (Deleuze's model of the rhizome)

                         EC123     Paideia in the Greek Antiquity: education of the ideal members of the city:
                                          vs. Aristotle and the classical aim of knowledge as
                                          philosophical knowledge not simply as acquisition/passive reception

                         EC124     Rethorical education (as in the Ancient Rome) and the art or writing
                                          - not focussing on science nor technical education

                         EC125     In Early European Modernity: The enlightenment ideal of a healthy body,
                                          a virtuous mind and emerging sciences (Locke, British and Scotish
                                          Enlightenment)

                         EC126     Early critique to enlightenment ideal of education as civilizing process:
                                          Rousseau's "back to nature", educational concern for infancy,
                                          sympathy or ethics based on compassion

                         EC127     How can autonomy be taught? Kant's impact on the philosophical
                                          aim of education 

                         EC128     Unveiling of education as workforce preparation (alienation and reification
                                          of human being in market economy, comodity fetishism, class conflict,
                                          education and poverty; education and the worst-off from a marxian view)

                         EC129     Education as self-cultivation (Bildung for Hegel) or formation as holistic
                                          combination of research and studies for Humboldt: allowing students
                                          to build individual character by choosing their own way. Also lifelong
                                          formation, continuing education (adult education) and self-directed
                                          learning

           EC13     Contemporary education 

                          EC130     Normalization and the power of knowledge: education
                                           as archeology and anthropology of life (Bios ) and desire (Eros) (Foucault);
                                           Habermas and critical discourse analysis (CDA).

                          EC131     Education in postcolonial societies: overcoming ahistoricity
                                           alienation and reification  (Fanon, Said)

                          EC132     Education in the XXI Century: after the end of the great
                                           political meta-narratives (after liberalism and communism)

                          EC133     Communication society and education: the new reality
                                           of a semantic multipolarity

                                           EC1331     Education at the crossroad of the experimental
                                                              and theoretical know-how. Multidisciplinarity at the ITC age

                          EC134     Education for all in a same world? Global citizenship as ideal 

                                           EC1341     Promoting UN SDG goals: aim of education
                                                              as empowering people in all regions of the world
                                           EC1342     Rising costs of education, digital divide and the aim of open
                                                              education: Emerging opportunities and the free flow
                                                              of information and ideas 

                          EC135     New political and religious fundamentalisms and education:
                                           the importance to reafirm enlightenment values

                          EC136     Education and new global environmental risks, between denials,
                                           scientific consensus and education ethical strategies

 

EC2     Education, research and assessment methods in contemporary education institutions
            and ethics

            EC20     Curriculum and pedagogy

                          EC200     By institutions:

                                           EC2000     Community college

                                           EC2001     Gymnasium

                                           EC2002     Madrasah
                                           EC2003     Open universities and distant learning institutions

                                           EC2004     Secondary education

                                           EC2005     Universities and colleges

                                           EC2006     UNESCO

                                           EC2007     Vocational education/school
                           EC201     Criteria for selecting specific curriculum content

                                           EC2011     Critical thinking and the capacity of making judgements
                                           EC2012     Problem solving and planification
                                           EC2013     Performing skills and techniques
                                           EC2014     Self-development
                                           EC2015     Access and management of information
                                           EC2016     Logic, demonstration and understanding
                                           EC2017     Designing, creating
                                           EC2018     Communicating

                                           EC2019     Openness

 

EC3     Education, research and society       

            EC30     Education, the authority and the rights

                          EC300     Authority of the State and the teachers

                          EC301     Rights of the students, of the parents, of the family and human rights

                          EC302     Education as critical thinking not indoctrination

            EC31     Best way to understand and moral education

                          EC310     Learning, thinking, reasoning, belief

                          EC311     Is it desirable and/or permissible to endeavor to change
                                           student's fundamental beliefs?

                          EC312     Advocacy, inculcation, indoctrination, administrative supervision

 

EC4     Education and ethics: ethics in the transmission of knowldege, in the reception
            of knowledge and the organisation of the university

            EC40     Should all students be taught the same content and why? - Majorities
                          and minorities in the higher education sector.

                          EC400     Equality principle, majority, greatest happiness of the greatest number,
                                           distributive justice, and other ethical normative claims 

                          EC401     Education ethics as development of the character (virtue ethics based
                                           education)

                          EC402     Education ethics as evaluation of particular actions and decision making
                                           (pragmatic)

                          EC403     Education ethics, change and development (revolutionism, conversion
                                           based)

                          EC404     Education ethics as benefit based personal development not endorsing
                                           particular conceptions of the good (utilitarian, liberal)

                          EC405     Education ethics as community building in the university and beyond
                                           (community based)
                          EC406     Education in the developing world

            EC41     Research ethics in health, natural sciences and research ethic policy issues

                          EC410     Ethics related to agenda setting: the problem of the hidden
                                           agendas (economic, health lobbies)

                                           EC4101     Essential value of transparency, accountability and trust

                                           EC4102     Sustainable development

            EC42     Research ethics in social and economic sciences

                          EC421     Professional and economic ethics: professional codes of ethics
                                           (see: Globethics Code of Ethics Collection)

            EC43     Ethics in educational administration and leadership

                          EC430     Ethical conduct based management of higher education

                          EC431     Religious leadership and higher education

                          EC432     Charismatic leaderhip in higher education

                          EC433     Economic management based leadership in higher education

                          EC434     Other

            EC44     Ethics, education and the public sphere: ethics in communication of knowledge

                          EC440     Ethics of research as editing good practice

                                          EC4401     Non compliance with ethical standards: plagiarism,
                                                             other authorship related frauds

 

EC5     Education and economics

            EC50     Academic autonomy, the freedom of the research and university
                          EC500     Abuse of power in the higher education; mistrust, disruptive behaviour,
                                          nudging; education as a instrumental tool of political and social
                                          engineering

                          EC501     Profit, quantification and utility: managerial dirigism, publish or perish

                          EC502     Love of learning for its own sake/disinterested academic knowledge
                                           and economic vulnerability of higher education

            EC51     University resisting to the free market and marchandisation of education
                          professional associations and academic networks

            EC52     Globalization, economics and education

                          EC520     International higher education not only subject to globalzation processes
                                           but as well shaping globalization processes

 

EC6     Education, politics and policy

            EC60     Education and political purpose and ideals

                          EC600     Personal freedom and natural and social inequalities

                          EC601     Oligarchic structures and education (conservative politics)

                          EC602     Schools constituted as democratic communities (democracy)

                          EC603     Respecting the identities and beliefs of all groups (liberal)

                          EC604     Communities and education (radical/religious)

            EC61     Education and inclusive policy

                          EC610     Mainstream science and communities whose culture reject it

                          EC611     Education, cultures, and ethnicities

                          EC612     Education, gender, and sexualities

           EC62      Alternative and non-formal education

 

EC7     By geographical areas and international higher education 
            EC70     Global level
            EC71     Continental level
                          EC711    Asia -Oceania
                          EC712    Africa
                          EC713    Europe
                          EC714    Latin America
                          EC715    North America

EC8     Other education subfields