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a_child-child_ethic.pptx |
Preliminary Thoughts and Questions
Does one enforce ethical behavior or just encourage it?
What does the researcher do when the participants don’t play nice?
Balancing the needs of the group to get the task done, against the needs of the one.
Kids’ book will be published; does this fly in the face of identity protection?
How do researchers and other participants stay sensitive to another’s personal or cultural trauma>
No hitting
No name-calling
------------------------------------Did I misunderstand
benefit of the doubt
What else could the slight have meant
First, assume no wrong was intended
What do you do when wrong was intended
Service
(Schott, 2003)
Service is most closely connected to justice. Rendering each their due requires generosity and open-heartedness. Service is an aspect of education that is often overlooked. In this context, service can be defined as any action taken without thought of recompense of any sort. TherBoles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
Cajete, G., Eder, D., & Holyan, R. (2010). Life lessons through storytelling: Children’s exploration of ethics. Indiana University Press.
Ericsson, S., & Boyd, S. (2017). Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction. Childhood, 24(3), 300–315. http://doi.org/10.1177/0907568216688246
Randall, D., Anderson, A., & Taylor, J. (2016). Protecting children in research. Journal of Child Health Care, 20(3), 344–353. http://doi.org/10.1177/1367493515587060
Schott, H. (2003). Education, virtue, and the child. Questions: Philosophy for Young People, (3), 9–12.
e's "nothing in it for me" in service. The idea is to treat your fellow student or your teacher as you would care to be treated. Students learn about service in various contexts in the school. At lunch, for example, students at each table make sure that their neighbors are served. Rather than serving themselves, one waits until another offers service. The meal doesn't commence until all have something on their plates. In addition, class monitors are assigned on a rotating basis to care for their teachers at meals. This can sometimes be arduous for the teacher, but what is, at first, lost in efficiency pays great dividends in developing love. It is the most natural thing in the world for students to love their teachers. Out of that comes the eager willingness to serve the one who serves you all day long!
This service extends out to various classroom jobs, and eventually to service to the school. This includes helping in the office or the library as well as assisting in younger children's classrooms. Gradually it dawns on the children that their service is simply a reflection of the enormous service that flows to them each day. With this understanding, service becomes the natural expression of virtue flowing freely to meet the world.
and daily practice of the virtues
That to the observer doth thy history. Fully unfold. Thyself and thy belongings. Are not thine own so proper as to waste. Thyself upon thy virtues, they on thee. Heaven doth with us as we with torches do, Not light them for themselves; for if our virtues. Did not go forth of us, 'twere all alike. As if we had them not.
Measure for Measure: Act 1, Scene 1, Page 2
trouble
Relational child-child ethics
(Ericsson & Boyd, 2017)
childhood research ethics recognize children’s competence and agency, their rights to be informed about research and their capabilities to negotiate participation
United Nations Convention on the Rights of the Child (United Nations, 1989)
In our study, children negotiate information and assent both verbally and in multimodal ways, using their bodies and voices.
By cooperating with the researcher, they give their continued assent to participate in the research process, despite their only partial understanding of what it involves and various risks it could entail. Children also know how to express non-co-operation and can opt out of research in collaboration with attentive researchers. The
Relational ethics
(Boles, 2016)
explicitly situates ethics within relationships and our commitment to one another, and which recognizes that context matters in ethical decision-making” (Austin, 2008; p. 11)
Embodiment, engagement, mutual respect, and environment are additional components of relational ethics that apply to caring for children in medical settings (Olmstead et al., 2010). Embodiment refers to the connections between physiological, psychological, emotional, social, and cognitive dimensions of illness or injury.
Boles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
an “attitude” from which to approach the issues.
being honest and transparent, sensitive and compassionate, dedicated and responsive, and of course, respectful
Ethics of abuse reporting
(Randall, Anderson, & Taylor, 2016)
Even where children do speak out about abuse, adults may fail to recognize the disclosure or not know what to do (Allnock and Miller, 2013)
How children tell it
(Cajete, Eder, & Holyan, 2010)
I chose to study children’s ethical explorations through storytelling because I believe we need to approach ethical concerns related to youth in a proactive manner
This approach allows children to develop and explore their own ethical concerns as part of the storytelling experience. Because children have different concerns than adults, it is important that we teach ethics in an open-ended manner, allowing opportunities for children to imagine themselves within a story and explain the story’s relevance in their daily lives.
Shonda and Rosann’s concern for the eggs reflects compassion for the most innocent beings in the story, indicating that some children may already have a high degree of concern for the welfare of others as well as a concern for promoting justice
Boles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
Cajete, G., Eder, D., & Holyan, R. (2010). Life lessons through storytelling: Children’s exploration of ethics. Indiana University Press.
Ericsson, S., & Boyd, S. (2017). Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction. Childhood, 24(3), 300–315. http://doi.org/10.1177/0907568216688246
Randall, D., Anderson, A., & Taylor, J. (2016). Protecting children in research. Journal of Child Health Care, 20(3), 344–353. http://doi.org/10.1177/1367493515587060
Schott, H. (2003). Education, virtue, and the child. Questions: Philosophy for Young People, (3), 9–12.
- Child-child ethic: saying, doing, relating
- As members of same classroom
- As members of different cultures
- As members of a collaborative task
- Researcher-child ethic
- Child accent and information disclosure
- Identity protection
- Sensitivity to illness or pain (TRC)
- Confidences and secrets disclosed
- Researcher-culture ethic
- Permission of parents
- Permission of school and teacher
Does one enforce ethical behavior or just encourage it?
What does the researcher do when the participants don’t play nice?
Balancing the needs of the group to get the task done, against the needs of the one.
Kids’ book will be published; does this fly in the face of identity protection?
How do researchers and other participants stay sensitive to another’s personal or cultural trauma>
No hitting
No name-calling
- Respect -no hit; name call
- Providing service -taking care of another’s needs
- Partaking in another’s joy, excitement; look at what Nan found, or do spelling sheet
- Partaking in the wonder; in what is wonder-full/sacred in another
------------------------------------Did I misunderstand
benefit of the doubt
What else could the slight have meant
First, assume no wrong was intended
What do you do when wrong was intended
Service
(Schott, 2003)
Service is most closely connected to justice. Rendering each their due requires generosity and open-heartedness. Service is an aspect of education that is often overlooked. In this context, service can be defined as any action taken without thought of recompense of any sort. TherBoles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
Cajete, G., Eder, D., & Holyan, R. (2010). Life lessons through storytelling: Children’s exploration of ethics. Indiana University Press.
Ericsson, S., & Boyd, S. (2017). Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction. Childhood, 24(3), 300–315. http://doi.org/10.1177/0907568216688246
Randall, D., Anderson, A., & Taylor, J. (2016). Protecting children in research. Journal of Child Health Care, 20(3), 344–353. http://doi.org/10.1177/1367493515587060
Schott, H. (2003). Education, virtue, and the child. Questions: Philosophy for Young People, (3), 9–12.
e's "nothing in it for me" in service. The idea is to treat your fellow student or your teacher as you would care to be treated. Students learn about service in various contexts in the school. At lunch, for example, students at each table make sure that their neighbors are served. Rather than serving themselves, one waits until another offers service. The meal doesn't commence until all have something on their plates. In addition, class monitors are assigned on a rotating basis to care for their teachers at meals. This can sometimes be arduous for the teacher, but what is, at first, lost in efficiency pays great dividends in developing love. It is the most natural thing in the world for students to love their teachers. Out of that comes the eager willingness to serve the one who serves you all day long!
This service extends out to various classroom jobs, and eventually to service to the school. This includes helping in the office or the library as well as assisting in younger children's classrooms. Gradually it dawns on the children that their service is simply a reflection of the enormous service that flows to them each day. With this understanding, service becomes the natural expression of virtue flowing freely to meet the world.
and daily practice of the virtues
That to the observer doth thy history. Fully unfold. Thyself and thy belongings. Are not thine own so proper as to waste. Thyself upon thy virtues, they on thee. Heaven doth with us as we with torches do, Not light them for themselves; for if our virtues. Did not go forth of us, 'twere all alike. As if we had them not.
Measure for Measure: Act 1, Scene 1, Page 2
trouble
Relational child-child ethics
(Ericsson & Boyd, 2017)
childhood research ethics recognize children’s competence and agency, their rights to be informed about research and their capabilities to negotiate participation
United Nations Convention on the Rights of the Child (United Nations, 1989)
In our study, children negotiate information and assent both verbally and in multimodal ways, using their bodies and voices.
By cooperating with the researcher, they give their continued assent to participate in the research process, despite their only partial understanding of what it involves and various risks it could entail. Children also know how to express non-co-operation and can opt out of research in collaboration with attentive researchers. The
Relational ethics
(Boles, 2016)
explicitly situates ethics within relationships and our commitment to one another, and which recognizes that context matters in ethical decision-making” (Austin, 2008; p. 11)
Embodiment, engagement, mutual respect, and environment are additional components of relational ethics that apply to caring for children in medical settings (Olmstead et al., 2010). Embodiment refers to the connections between physiological, psychological, emotional, social, and cognitive dimensions of illness or injury.
Boles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
an “attitude” from which to approach the issues.
being honest and transparent, sensitive and compassionate, dedicated and responsive, and of course, respectful
Ethics of abuse reporting
(Randall, Anderson, & Taylor, 2016)
Even where children do speak out about abuse, adults may fail to recognize the disclosure or not know what to do (Allnock and Miller, 2013)
How children tell it
(Cajete, Eder, & Holyan, 2010)
I chose to study children’s ethical explorations through storytelling because I believe we need to approach ethical concerns related to youth in a proactive manner
This approach allows children to develop and explore their own ethical concerns as part of the storytelling experience. Because children have different concerns than adults, it is important that we teach ethics in an open-ended manner, allowing opportunities for children to imagine themselves within a story and explain the story’s relevance in their daily lives.
Shonda and Rosann’s concern for the eggs reflects compassion for the most innocent beings in the story, indicating that some children may already have a high degree of concern for the welfare of others as well as a concern for promoting justice
Boles, J. (2016). Everyday ethics for every child. Pediatric Nursing, 42(6).
Cajete, G., Eder, D., & Holyan, R. (2010). Life lessons through storytelling: Children’s exploration of ethics. Indiana University Press.
Ericsson, S., & Boyd, S. (2017). Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction. Childhood, 24(3), 300–315. http://doi.org/10.1177/0907568216688246
Randall, D., Anderson, A., & Taylor, J. (2016). Protecting children in research. Journal of Child Health Care, 20(3), 344–353. http://doi.org/10.1177/1367493515587060
Schott, H. (2003). Education, virtue, and the child. Questions: Philosophy for Young People, (3), 9–12.