Integrating Values and Ethics into Post Secondary Teaching for Leadership Development: Principles, Concepts, and Strategies

Integrating Values and Ethics into Post Secondary Teaching for Leadership Development: Principles, Concepts, and Strategies

Purpose: The purpose of this paper is to explore the nature of moral literacy as it applies to leadership development and the processes for promoting moral literacy through teaching in colleges and universities. Design/methodology/approach: The ethics of authenticity and moral agency in education se...

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Bibliographic Details
Published in:Journal of educational administration 2007-01, Vol.45 (4), p.398-412
Main Authors: Begley, Paul T, Stefkovich, Jacqueline
Format: Article
Language:eng
Subjects:
Case Studies
Class Activities
Cognition & reasoning
Colleges & universities
Democracy
Educational administration
Educational leadership
Educational Strategies
Ethics
Higher Education
Influence
Leadership
Leadership Training
Literacy
Moral Values
Morality
Professional development
Self interest
Studies
Teaching
Valuation
Values
Values Education
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Summary:Purpose: The purpose of this paper is to explore the nature of moral literacy as it applies to leadership development and the processes for promoting moral literacy through teaching in colleges and universities. Design/methodology/approach: The ethics of authenticity and moral agency in education settings are proposed as a means for promoting and achieving moral literacy among teachers and students. Findings: Instructional principles for the integration of values and ethics into post secondary teaching are outlined and several successful techniques are illustrated. Research limitations/implications: The use of values and ethics frameworks as content is contrasted with their application as process. Practical implications: Examples of applications are included in the form of teaching activities such as the "value audit", "personal inventories", "problem interpretation protocols" and the "use of case studies". Originality/value: A theoretically grounded justification for incorporating moral literacy frameworks in university level teaching combined with practical instructional strategies.
ISSN:0957-8234
1758-7395