Can virtue be learned?: An exploration of student learning experiences in ethics courses and their implications for influencing moral character
What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This ess...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2017]
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| In: |
Teaching theology and religion
Year: 2017, Volume: 20, Issue: 3, Pages: 243-256 |
| RelBib Classification: | FB Theological education KDB Roman Catholic Church NCC Social ethics ZF Education |
| Further subjects: | B
Ethics
B Narratives B Experiential Learning B Virtue B learning outcomes B community engaged learning |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
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| 520 | |a What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data concerning the outcomes of select pedagogical approaches that involve exposing students to the experiences of others: the use of narratives; participation in structured experiential learning activities; and community engagement through deep listening and facilitated dialogue. We focus our interpretation around the implications of these pedagogies in relation to student understanding of and attitudes regarding three character traits identified as "other-regarding" virtues in theological and philosophical scholarship - altruism, compassion, and solidarity. This paper considers the implications of these pedagogies and the practical effects of different sorts of teaching strategies on students' self-understanding as moral agents. | ||
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