Ethical Competence and its education

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Ethical Competence and its education

• Mikas Balkevicius
• Vilniaus kolegija

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NQF
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Learning outcomes structure
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Learning outcomes and Key Competences
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Social and civic competences

• These include personal, interpersonal and
• intercultural competence and cover all forms
• of behavior that equip individuals to participate
• in an effective and constructive way
• in social and working life, and particularly in
• increasingly diverse societies, and to resolve
• conflict where necessary. Civic competence
• equips individuals to fully participate in civic
• life, based on knowledge of social and political
• concepts and structures and a commitment
• to active and democratic participation.

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Social and civic competences

• knowledge of how... successful interpersonal and
  social participation, it is essential to
  understand the codes of conduct and manners
  generally accepted in different societies and
  environments (e.g. at work, gender equality and
  non-discrimination, society and culture)
• skills of this competence include the ability to
  communicate constructively in different
  environments, to show tolerance, express and
  understand different viewpoints, to negotiate
  with the ability to create confidence, and to
  feel empathy
• attitude of collaboration, assertiveness and
  integrity. Individuals should have an interest in
  socio-economic developments and intercultural
  communication and should value diversity and
  respect others, and be prepared both to overcome
  prejudices and to compromise.

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Ethical Competence
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Project background
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Project background
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Project background
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Project background

• Secondly, we believe that one specific way to
  reintroduce ethics into the EQF is by fostering
  greater dialogue between the higher education
  literature and the literature on the teaching of
  ethics. Such a dialogue is sorely missing in the
  development of the EQF to date and could help
  overcome the amorality in which the framework has
  issued.
• Thirdly, it seems vital to study ways of ensuring
  that ethics appears explicitly at all levels of
  the EQF. This will require a revision of the grid
  proposed by the European Commission.
• Fourthly, it would be highly advisable to develop
  indicators for describing and evaluating moral
  competences, so that ethics can be more readily
  included in the higher education framework
  (Counelis, 1993).
• Lastly, the work currently under way to develop
  study programs in line with the EQF should
  continue, but paying particular attention to
  whether the ethical perspective is included not
  only as a subject of study but in the content and
  approach of all subjects.

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LT Education and Training system
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Teaching ethics in general school

• Since 5th form pupils or parents have a right to
  choose what educational subject to choose
  religion or ethical education

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Aspects of moral education in school

• General ethics program is aimed at the ethical
  issues to consider three aspects
• Philosophical
• Psychological
• Practical

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Moral education purpose Lithuanian general
education schools and the general program of
general education standards. XI - XII class

• Moral education aims to help students reveal
  common human values and are based on personal and
  social life. School educated person's ability
  should consider individual human self-existence,
  decide and act responsibly in today's complex
  world. At the same time promote individual
  respect for traditional native foreign countrys
  values.

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Didactical approaches in Moral education

• In order to make students consciously chosen
  principles and life orientation, greater emphasis
  on reflection. Not only the personal experience
  is being taken into account but also different
  primary source of ideas - the textbooks
  (philosophers, psychologists excerpts of original
  texts, literary works, textbooks thoughts), the
  Holy Scripture, the interpreter works, art
  reproduction, film (documentary, artistic) works,
  interviewing, discussion, problematic
  discussions.

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Moral education in Vocational training and Higher
education system
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Humanistic approach in teaching and learning
ethics
LawPolitics Management and Administration
Business Sociology Education

• Humanitarian sciences
• Social sciences
• Biomedical sciences
• Physical sciences
• Technological sciences

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Ethical Competence

• Ability to follow common ethical standards and
  norms

Knowledge
Skills
Attitudes
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Treaty establishing a Constitution for Europe

• Common values of the Union's member states
• As stated in Articles I-1 and I-2, the Union is
  open to all European States that respect the
  member states' common values, namely
• human dignity
• freedom
• democracy
• equality
• the rule of law
• respect for human rights
• minority rights
• free market
• Member states also declare that the following
  principles prevail in their society
• pluralism
• non-discrimination
• tolerance
• justice
• solidarity
• equality of the sexes

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Project proposal for formal, non-formal
educational institutions Ethics matrix
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Didactical approach in teaching ethics
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The main components of ethical education

• Educational content - ?
• Educational methods - ?
• Pedagogical issues - ?
• Learning outcome evaluation - ?.

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• "Act only according to that maxim whereby you can
  at the same time will that it should become a
  universal law