Teaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns and apply practices of Ethical Criticism using rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States.

This book offers a unique method for teaching ethics and social/political philosophy by combining primary texts and resource material along with three philosophical novels so that students can apply the abstract principles to real-life situations. A sample syllabus and sample assignments are provided. This second edition contains an additional teacher's manual, guiding instructors in how to effectively put together a course in ethics using fiction. Students often turn-off when confronted with abstract ethical principles, alone. This book allows interaction with philosophical novels that provide real-life situations that mirrors applying normative principles to lived experience. Students will be drawn into this realism and their engagement with the material will be significantly enhanced. This is an innovative textbook for teachers and students of general philosophy, ethics, business ethics, social and political philosophy, as well as students of literature and philosophy.

Offering guidance to teachers on including character education within their lessons, this book shows how teachers can provide an encounter with literature that enables students to be more responsive to ethical themes and questions.

Teaching Ethics in Schools Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends that emphasise collaboration and inquiry-based learning.

This bestselling text has been expanded to include the most important ethical issues in contemporary schooling. The Fifth Edition features: A reconsideration of Equal Treatment of Students. An updated list of Recommendations for Further Reading. Written in a style that speaks directly to today’s teacher, The Ethics of Teaching, Fifth Edition uses realistic case studies of day-to-day ethical dilemmas. The book covers such topics as: punishment and due process • intellectual freedom • equal treatment of students • multiculturalism • religious differences • democracy • teacher burnout • professional conduct • parental rights • child abuse/neglect • sexual harassment. The Ethics of Teaching is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Praise for Previous Editions! “Well-written and easy to read....should facilitate active class discussions.” —The Professional Educator “This text will surely engage readers and stimulate them to discuss a dimension of teaching that has been for too long on the back burner.” —Phi Delta Kappan “An excellent discussion guide for preservice (applied) philosophy courses or for inservice teachers interested in considering how their actions affect student self-perception and classroom practice.” —Educational Leadership Kenneth A. Strike is Professor Emeritus at Cornell University and Professor of Cultural Foundations of Education at Syracuse University. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.

Why do we read? Based on a series of lectures delivered at the Historical Society of Israel in 2005, Brian Stock presents a model for relating ascetic and aesthetic principles in Western reading practices. He begins by establishing the primacy of the ethical objective in the ascetic approach to literature in Western classical thought from Plato to Augustine. This is understood in contrast to the aesthetic appreciation of literature that finds pleasure in the reading of the text in and of itself. Examples of this long-standing tension as displayed in a literary topos, first outlined in these lectures, which describes “scenes of reading,” are found in the works of Peter Abelard, Dante, and Virginia Woolf, among others. But, as this original and often surprising work shows, the distinction between the ascetic and aesthetic impulse in reading, while necessary, is often misleading. As he writes, “All Western reading, it would appear, has an ethical component, and the value placed on this component does not change much over time.” Tracing the ascetic component of reading from Late Antiquity through the Renaissance and beyond, to Coleridge and Schopenhauer, Stock reveals the ascetic or ethical as a constant with the aesthetic serving as opposition, parallel force, and handmaiden, underscoring the historical consistency of the reading experience through the ages and across various media.

A concern for the ethical instruction and formation of students has always been a part of American higher education. Yet that concern has by no means been uniform or free from controversy. The centrality of moral philosophy in the undergraduate curriculum during the mid-19th Century gave way later during that era to the first signs of increasing specialization of the disciplines. By the middle of the 20th Century, instruction in ethics had, by and large, become confined almost exclusively to departments of philosophy and religion. Efforts to introduce ethics teaching in the professional schools and elsewhere in the university often met with indifference or outright hostility. The past decade has seen a remarkable resurgence of the interest in the teaching of ethics, at both the undergraduate and the professional school levels. Beginning in 1977, The Hastings Center, with the support of the Rockefeller Brothers Fund and the Carnegie Corporation of New York, undertook a system atic study of the state of the teaching of ethics in American higher education.