LLinE Lifelong Learning in Europe

ORIENTATION - ETHICS AND EDUCATION – WORDS AND PRACTICE

ETHICS AND EDUCATION – WORDS AND PRACTICE

Peter Kemp
Ethics and politics in education
The first part of the article discusses the idea of the connection between ethics and politics in education within Immanuel Kant’s philosophy and presents his view of the citizen of the world as an ethical-political ideal for the education of Mankind. The second part considers how this cosmopolitan education is possible today and claims that it can neither be pure liberal self-education, nor authoritarian State-education.

LLinE Interview
support economy to fulfill individual needs. Interview with Shoshana Zuboff
Many indicators show that that people’s needs and their capacity to purchase these needs on the one hand and the institutions and enterprises answering to these needs on the other do not meet in the best possible way. The individualized society needs cooperation, flexibility and creative minds, which the rigid structures of mass production in education, business or society on the whole do not support. There must be a change, a storm brewing, thinks Harvard Business School Professor Shoshana Zuboff.

Maria Joao Goncalves
Ethical responsibility in individual consumption
The provocative column asks for our personal ethical responsibility in the decisions we make as consumers of products and services. “No human action is ethically neutral.”

Peter Jarvis
Ethics and the lifelong learning market: European Commission Lifelong Learning Policy
Education has always reproduced both the social structure and culture. This is re-emphasised in lifelong learning. The change in terminology is not insignificant: education is a social and institutionalised phenomenon whereas learning is an individual one. The ethics of lifelong learning lies to a considerable extent with individual choice, although the ethics of the market is also a dominant underlying factor in lifelong learning provision. The article has three parts: firstly, the creation and maintenance of liquid society (Bauman); secondly, the four aims of lifelong learning; finally, ethics and the learning market.

Birgit Lao
Ethical issues in adult education
Quality of educators has become a problem in Estonia. The fast developing economy needs people with new skills, and the great need for adult education and training cannot be met by qualified trainers. The market is open for anybody, and the learning results often disappointing.

LLinE Interview
“Ethics permeates our activities”
Not teaching ethics but living it

Julie Byrne and Sharon McGreevy
Learning to live together and learning to be
The project the Young Enterprise ‘to learn to live together’ reached out to young people from conflicting political and cultural backgrounds living in areas of social and economic disadvantage in Northern Ireland and the border counties of the Republic of Ireland. The objective was to redress the disadvantages of children and to help sustain peace and reconciliation by bringing together young people from different traditions and breaking the cycle of hostility to those of a different political and cultural tradition. The teamwork and focus required in outdoor activities and business creation can successfully overcome the political and cultural.

Päivi Atjonen
With open heart but clear head – conceptualising pedagogical ethics
”What is pedagogical ethics?” 106 prospective teachers gave their views. The definitions focused on values and norms, good-bad themes, theory-practise relationships, the teachers’ pedagogical and reflective thinking, educational processes, rights and duties, pedagogical and social interaction and the teacher’s professional development. The novice teachers were able to perceive the richness of pedagogical ethics. The results indicate important implications to the teaching of ethics in teacher education.

Ruben Apressyan
Ethics and higher education in Russia
Ethics is appreciated in Russia, book are published and bought. According to the ethics of discourse individuals are enabled to feel, express themselves and act constructively only as (potential) partners in a discourse. Students feel difficulties in discussing the value and ethical aspects of their practice. Yet many of them are good and experienced practitioners in education. They appreciate discussions of general, abstract and speculative ethical issues as a resource for decision making in their professional activity.

Juha Suoranta, Robert FitzSimmons, Valerie Scatamburlo-D’Annibale and Peter McLaren
The ethics of insanity: making our way through the swamp
After discussing the manifestations of democracy, especially from the perspective the present American politics, and reminding that the poor, the alienated, and the dispossessed can become a revolutionary class in and for itself, the article refers to the Freirean dialogical model of communication and pedagogy which “points beyond harmonizing students to the capitalist social order, or serving as an apologia for social stability.”

CANDIDATES IN TRANSITION

Ionut Isac
From worshiping market economy to ethical human resource development in Romania
The optimistic attitude to easy solutions to the transition problems were premature. Adult education and lifelong learning were neglected in the medium and long-term perspective. People are disillusioned because of many difficulties in implementing economic and legislative reforms; especially since an ethical approach of the relationship between adult education, lifelong learning and a reform of the Romanian society was left aside. Having in sight joining the EU in 2007, Romania should create an explicit, responsible and efficient ethical approach to these problems, in terms of human development.

Yusuf Alpaydin and Duygun Göktürk
The private sector draws men but shuns women in adult education in Turkey
The provision of education, a responsibility of the state since the establishment of the Turkish state has changed dramatically after the implementation of neoliberal policies of the post-1980 era. It produced a great expansion of private sector in lifelong education. The results indicate that while the amount of national income shows a little increase in this period, and the rate of the private institutions shows sharp increase, the unequal distribution of the lifelong education services with respect to socio-economic indicators and gender in attaining desirable adult education remains problematic in Turkey.

Eeva Siirala