Ethical Consideration and Social Capability

Ethical Consideration and Social Capability

1. Global Education

   • Things impacting future work requirements: technological change, globalisation and demographics
   • Learning from other countries by using a strengths based approach instead of just focusing on weaknesses
   • Critical based approach
   • Values and attitudes: sense of community, identity and self esteem; environmental comittment; positive attitude towards diversity, committed towards people's rights
   • Not in curriculum, but in the Melbourne Dec
   • Four key elements: global concerns, powerful and powerless, critical awareness and participation
   • Global Perspectives: Interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable features

2. Curriculum

   • Cross Curriculum Priorities
     • Sustainability; develops knowledge, skills, values and world views neccesary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Futures orientated, focussing on protecting environments and creating a more acologically and socially just world through informed action.
     • Aboriginal and Torres Strait Histories and Cultures: significant contributions of Aboriginal and Torres Strait Islander People
     • Asia and Australia's Engagement with Asia: an understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities and build Australia's social, interllectual and creative capital.
   • Australia Values Project for Australian Schooling Project and MDEGYA have made values educattion a clear focus
   • Students develop an appreciation of rights and responsibilities of citizenship and civic life, they become active and informed ctiizens
   • HaSS curriculum
     • History: Historical empathy and moral judgement; the word 'war' is used more than the word peace, however resolution is also discussed a lot;
     • C&C: promote moral integrity, appreciation of diversity, understanding and valuing of Indigenous and other cultures, and commitment to values of justice, equity and responsible global and local citizenship.
     • Geography: wonder, curiosity and respect about people, places, cultures and environments around the world. Informed, responsible citizens who can contribute to the development of the world.
   • Intercultural understanding includes a range of values
   • Overall, there is many documents that we can use to support us in teaching values education, inc. Mel Dec, but the overarching document is the curriculum, which has a strong focus on creating active and informed citizens. This is explicitly stated through the CCP, the capabilities and the HaSS curriculum as a whole.

3. Ethical Consideration/Education

   • Values education features in the ethical understanding general capability
   • Peace education is not only concerned with conflict, but with ways of creating positive peace from local communities to global context
   • Students build personal and socially orientated ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviours have on others
   • Organising elements
     • Understanding ethical concepts and issues: recognise ethical concepts,explore ethical concepts in context
     • Reasoning in decision making and actions: reason and make ethical decisions, consider consequences, reflect on ethical action
     • Exploring values, rights and responsibilities: examine values, explore rights and responsibilites and consider points of view

4. Social Capability/Education

   • Development of social awareness
   • Is social justice the equality or equality of outcome?
   • Encourages students to investigate situations which social justice may be denied or enjoyed, and movements to enhance social justice in various countries
   • Encourages students to plan and participate in action to redress social injustices

5. Teaching Strategies

   • Teacher's Role: Maintaining openness to diverse views, ensuring that all students can participate in discussion, promoting quality reasoning and debate, having students engage positively with key values, and deciding how to deal with their own views on an issue.
   • Using the language, identifying the value in everyday life, discussing examples of the value in practice, ensuring age appropriate language.
   • Problem of bias: students are often influenced by outside sources, and so schools needs to assist students in critiquing these viewpoints - teachers someone silence aspects of these viewpoints. If possible, advocators for these viewpoints should be used to present information.
   • Can get students to engage in a moral dilemma and discuss which option they would choose in that circumstance
   • Distancing: choosing an event which is similar but not relevant to the students to help them make a less emotional-based decision. Compensatory: when students express ignorant views, teachers may play "devils advocate" and highlight the opposing views. Empathetic: when a group is unpopular with students, roleplay an simulations are used. Exploratory: When an issue isn't clearly defined, research is undercarried: fieldwork, case studies, etc.
   • Model for teaching human rights issues: Build, engage, connect, participate, research and relate
   • Values should be taught explicitly, implicitly, by means of modelling, discussing and critical reflection
   • Perspectives education: when reading a text consider who it privileges and who it marginalises