Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner
AuthorsHealey, Ruth L.
McGinn, Michelle K.
AffiliationUniversity of Chester ; Coventry University ; Marquette University ; University of Dubuque ; Brock University ; Mount Royal University ; Oxford Brookes University
MetadataShow full item record
AbstractThe authors propose a working definition of ethical SoTL, an ethical framework for SoTL inquiry, and present a case study that illustrates the complexity of ethical issues in SoTL. The Ethical SoTL Matrix is a flexible framework designed to support SoTL practitioners, particularly in the formative stages of their inquiries. Three dominant ethical traditions form the basis of the matrix: teleological or pragmatic, external, and deontological. The key message of the paper is that SoTL practitioners should reflect on different perspectives in their efforts to do what is right in any given situation. The matrix introduces three dominant ethical traditions, but SoTL practitioners may ultimately move beyond these traditions to explore a range of ethical considerations appropriate to their projects and disciplines.
CitationTeaching and Learning Inquiry, 1(2), 2013, pp. 23-32
PublisherIndiana University Press
DescriptionThis article was published as Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner in Teaching and Learning Inquiry, 1(2), 2013, pp. 23-32. No part of this article may be reproduced, stored in a retrieval system, transmitted, or distributed, in any form, by any means, electronic, mechanical, photographic, or otherwise, without the prior permission of Indiana University Press. For educational re-use, please contact the Copyright Clearance Center (508-744-3350). For all other permissions, please visit Indiana University Press' permissions page.
CollectionsGeography and Development Studies
The following license files are associated with this item: