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Pedagogies for developing undergraduate ethical thinking within geography
Healey, Ruth L. Ribchester, Chris
Healey, Ruth L.
Ribchester, Chris
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2019
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Abstract
This chapter initially defines the goals of teaching ethics to geography undergraduates, before outlining what a holistic programme approach might look like. This includes identification of seven different contexts, inside and outside the curriculum, when ethical issues might be encountered by geography students; a list which may act as a useful guide for tutors considering teaching ethics for the first time. Whatever specific approaches to teaching ethics are adopted, the next section emphasizes the value of giving students the opportunity to recognize, review, and respond to topics and experiences. Within this context, the value of pursuing non-didactic teaching approaches, the importance of providing a consistent theoretical framework for reviewing ethical problems, and the likely impact of encouraging ongoing personal reflection are discussed. These pedagogic strategies are illustrated further through a case study detailing engagement with ethical issues within small group tutorial discussions using tutor- and student-authored scenarios.
Citation
Healey, R.L., & Ribchester, C. (2019). Pedagogies for developing undergraduate ethical thinking within geography. in Walkington, H., Hill, J. & Dyer, S. (eds.), Handbook for Teaching and Learning in Geography (pp. 139 - 150). Edward Elgar Publishing.
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Edward Elgar Publishing
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Book chapter
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9781788116480