John Dewey, the father of progressive education, promoted the revolutionary idea of his time that formal education should be more than the acquisition of the content knowledge body. He definitely believed that education should go beyond acquiring knowledge and skill to involve learning in the classroom in everyday life. It is not just this practical application that needs to be promoted to "greater good".
Buried in his view, he was convinced that there are actions in the world that are "good" and some of which are "not good". The truth and the bad relationship or the fair and unfair ethic or unethical behavior.
Everyday life is seen as a series of choices, many distinguish between things that are considered "right" and things that can be considered "bad". The ethical core of individuals is the set of judgments that make it possible to make such decisions. According to Dewey's students, ethical considerations should pass through the classroom.
However, this view is not universally accepted, and there is still an educational environment where underprivileged people believe that education should deal with ethical considerations by acquiring knowledge, other sites
Other environments, especially those , who put student-centered teaching approaches into educational practice, are opposed. In both cases, teachers can play a role in raising ethical issues with their students.
The most pragmatic role may be the "devil's lawyer" and introduces alternative solutions to the classroom. Submitting an opposing view, then questioning the class or allowing a group discussion, allows students to express and test their own ethical positions based on the "rightness" or "badness" of the original statement and the contrarian point
. who believe that ethical formation comes from religious beliefs. However, this can not be; as the world is full of individuals who have no religious affiliation who have still managed to develop a well-defined ethical principles.
While religion, legal bans and social norms can contribute to the ethical development of some, the process that applies to everyone is self-discovery. Think of the informal education or learning that has been going on for centuries. A toddler puts another child on the playground in response to a blow. The child begins to learn that the outbreak is not good. In the future, in a similar situation, the child tries another approach.
The teacher as an advocate of devils simply presents students with alternative solutions. The cycle should be supplemented by discussing the consequences of the elections, positive and negative.
Theoretically, it makes no sense that teachers can not play a role in influencing their students' individual ethics. In practice, the question is not whether teachers can play a role, but teachers play a role. The introduction of ethical dilemmas is in line with the requirements of an active learning or student-centered learning environment, if dilemmas are relevant to the student.
Today, more and more educational environments are moving towards student participation and alternative pedagogical methods, where ethical concerns must be welcomed. Teachers who emphasize traditional approaches may face a tough choice.