Ethical issue in a student

Ethical issue in a student

Ethical issues in teaching psychology

Currently teaching involves not only the transfer of students to the foundations of the science, but also continuing to demonstrate the possible arguments about these foundations, as well as a demonstration of the capabilities of the scientific method in analyzing and solving psychological problems. Only if the student will understand what is the purpose of scientific knowledge and methods, and it was then that he would develop a real educational and professional motivation. In addition, the real education involves not only the formation of the famous professional knowledge and skills, but the formation of their personality on the professional psychologist. In other words, the moral principle, professional conscience, understanding the purpose for which the need is required is the essence of training a psychologist. In forming the personality of a professional psychologist found a lot of problems, many of them, and ethical issues (Wekesser, 1995).

The problem of self teacher in the classroom

Of course, the teacher must assert itself, only how and at whose expense. If the teacher is creative and it has its own scientific theories, it is often in the classroom, he pronounces them, along with other points of view. And if the student audience perceives these ideas, then self teacher-researcher it is no less important than the recognition of his ideas in science.

The teacher is also important to assert himself as a master of the educational process, which is not only respected, but also love the students. And it also is a serious indication of it (teaching) of professionalism (Wekesser, 1995). And when some teachers are praised his colleagues, as the students of their "love" and "love", it is often assumed that the students so appreciate their skill.

The problems begin when the affirmation becomes an end in itself, that is, Love and respect are trying to reach is not due to their original (and even somewhat risky) reasoning, but through cheap methods of "seduction" of audiences, or methods of "intimidation" poor students, or by methods of immature tastes and scientific ( and more - pseudo) preferences of students. For example, instead of introducing students to the already established ideas, the teacher passes these "boring" topics and immediately turns to popular (or rather populist) topics that have nothing to do with serious science (Oliver, 2003).

One of the most common options is the self organization "very strict" examinations and tests. Here, the teacher begins to literally "rage", forcing the students to play a lot of completely unnecessary and minor nuances of the issue on which they are responsible. This, of course, in large numbers placed "unsatisfactory." And all this, in the opinion of such "strict" self-reinforcing instructors and examiners should help improve the "quality of knowledge" and the status of teachers in the eyes of students. In this case, the bottom has long been noticed an interesting pattern than respectable scientist, the less he can afford such options affirmation (Strike & Moss, 1997). Conversely, the more insignificant than this ...