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dc.contributor.authorGómez V.
dc.contributor.authorRoyo P.
dc.date.accessioned2020-09-02T22:19:55Z
dc.date.available2020-09-02T22:19:55Z
dc.date.issued2015
dc.identifier10.4067/s0718-07052015000200020
dc.identifier.citation41, 2, 345-358
dc.identifier.issn0716050X
dc.identifier.urihttps://hdl.handle.net/20.500.12728/4811
dc.descriptionThis article analyzes a teaching experience in the domain of ethics under the competences model in a higher education institution in Talca, Chile. This experience focuses on the abilities required by civic dialogue as a key element for ethical reflection. Taking the dialogical- procedural model of ethics as a base, we propose a teaching methodology that emphasizes students' ethical self-discovery and the goal of reaching agreement by consensus. According to our data, two abilities are crucial for these processes: to negotiate values with others and to display empathy. Both, however, seem to be underdeveloped. We argue that this finding poses an important challenge to both civic education and the strengthening of democracy.
dc.language.isoes
dc.publisherUniversidad Austral de Chile
dc.subjectDeliberative method
dc.subjectEducation by competences
dc.subjectResolution of ethical dilemmas
dc.subjectTeaching and learning of ethics
dc.subjectYoung people
dc.titleEthical self-discovery and deliberation: Towards a teaching model of ethics under the competences model [Autodescubrimiento ético y deliberación: Hacia un modelo de enseñanza de la ética en el modelo por competencias]
dc.typeArticle


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