Privacy: Is There a Right to Be Left AloneReportar como inadecuado




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The materials include a general discussion of privacy that raises points and questions to engage students in the subject before they complete the hypothetical case study that follows in a three-part, workbook format. (Purpose) The purpose is to engage students in a critical thinking exercise that requires students to analyze a developing situation from a variety of perspectives. (Method) The case study is divided in three parts so that students must adjust their responses to a changing situation. They are to use a variety of moral values, obligations and principles that the instructor of the class may select and define. (Results) The case study often engages students at an emotional level. Further, students in my classes are asked to do some parts in small groups, some by themselves and some with the class as a whole, which leads to often robust discussions. (Conclusion) The students in the ethics class come from a wide range of majors, and the exercise seems to clearly fulfill the purpose of helping them develop critical thinking skills in the area of moral decision-making, even though the content uses a journalism context. (Recommendation) Instructors may wish to only give students the study one part at a time so they cannot base conclusions to part one or two with the knowledge of future developments. I use moral concepts/rules when considering values and principles, whereas obligations refer to duties to different people involved in the case study. (Contains 4 notes.)

Descriptors: Decision Making, Moral Values, Critical Thinking, Ethics, Privacy, Civil Rights, Case Studies, Thinking Skills, Responses, Emotional Response, Group Activities, Discussion (Teaching Technique)





Autor: Wilson, Alan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=595&id=ED523923







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