Not crying, but laughing: the ethics of horrifying students
Not crying, but laughing: the ethics of horrifying students
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不哭，但笑：恐怖学生的道德
DOI：
10.1080/1356251032000117607
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发表时间：
2003
影响因子：
2.6
通讯作者：
C. Brina
中科院分区：
文献类型：
--
作者：
C. Brina
目前的高等教育氛围强调学术产出，鼓励教师和学生对教育持工具性态度。然而，作为一名教师，我希望的不仅仅是我的学生在学术上的狭隘发展。本文认为，关于“学术”构成的一套共同的未经审查的规范和价值观可以让教师和学生串通起来，以避免棘手的政治和社会问题。这一论点是基于我教授一个模块的经验，该模块使用令人震惊的和政治上有争议的材料来说明和交流社会心理学思想。我对这段经历的反思提出了一些问题，表明情感和批判性自我反省在产生学术和道德上令人向往的结果方面发挥了核心作用。
The current climate of higher education, with its emphasis on academic outputs, encourages instrumental attitudes to education among both teachers and learners. As a teacher, however, I desire more than the narrowly academic development of my students. This paper argues that a shared set of unexamined norms and values about the constitution of the ‘academic’ can allow both teachers and learners to collude in the avoidance of difficult political and social issues. The argument is grounded in my experience of teaching a module that uses shocking and politically controversial material to illustrate and communicate social psychological ideas. My reflection on this experience has raised a number of issues that point to the central role of emotion and critical self-reflection in producing outcomes that are academically and morally desirable.