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Ethics in higher education between engaged reflection and embodied presence styles

Ekué, Amélé Adamavi-Aho
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Ekué, Amélé Adamavi-Aho
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Keywords
ethics
higher education
training
information
committed reflection
embodied presence
consensus building
defense
invitation
GE Subjects
Education and ethics
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Education Ethics Series
Ethics in Higher Education
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EHE Reflection_Presence_AmeleEkue .pdf
Adobe PDF, 463.37 KB
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http://hdl.handle.net/20.500.12424/3952378
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Abstract
The result of ethics in higher education is no more and no less than instilling empowerment, passion, compassion, and a sense of purpose and longevity. Ethics cannot be neutral, but encompasses the entire human commitment to the entire created world and, therefore, the entire plausibility system that guides all decision-making processes. On the one hand, ethics is reflective, since it originates from intellectual stimulation and depends on continuous chains of discourses, and on the other hand, it is oriented towards action, prone to being applied in specific settings. This fundamental understanding allows the challenge and opportunity of ethics in higher education to unfold in conjunction with three main points, each associated with a brief case vignette: Ethics in higher education as a formative and informative task; Ethics in higher education as a promotional task; Ethics in higher education as an invitation task.
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Book chapter
Date
2020
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ISBN
9782889313594
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Attribution-NonCommercial-NoDerivatives 4.0 International
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