Peter E. Pflaum - Golden Globe - The Synergy Network
http://www.wiredbrain.net/


RE: ERIC search on Values and Technology, Science and
teaching

TITLE
New Ways of Knowledge: The Sciences, Society, and 
 : / by Raskin, Marcus G.; And Others   Pages; Fiche:
Document no.: [H
ABSTRACT
 :       In this volume, physicists and social scientists
challenge the bedrock of scientific thinking whose
applications can prove destructive to existing social
systems, and shift the debate to the need for a radical
change of direction that would replace traditional
"value-free" inquiry and research with a  knowledge model
that incorporates social responsibility, democratic
principles, and comprehensive ethical standards. Presented in
this book is a form of inquiry -reconstructive knowledge
-concerned with the assumptions and practices of modern
science and the politics of scientific discipline. Essays
included are: (1) "Reconstruction and Its Knowledge Method"
(Marcus Raskin); (2) "Idols of Modern Science and the
Reconstruction of Knowledge" (Herbert Bernstein); (3)"Toward a
Reconstructive Political Science" (Raskin, Bernstein); (4)
"Exchanges on Reconstructive Knowledge"(Noam Chomsky,
Raskin); (5) "Ending the Faustian Bargain (Raskin); (6) "The
Human Meaning the Information Revolution" (Michael
Goldhaber); (7) "The Selling of Market Economics" (Edward
Herman); (8) "Semiotic Boundaries and the Politics of
Meaning: Modernity on Tour--A Village in Transition" (Susan
Buck-Morss); (9) "Seizing Power/Grasping Truth" (Joseph
Turner); and (10) "Conclusion: A Manifesto of Reconstructive
Knowledge" (Raskin). The themes of the social construction of
reality, the social sciences' ability to determine fates and
fortunes, the linkage between the realms of knowledge
generation and of political direction, and that economics as a
discipline is a rule of human organization (not nature), are
included. 

 :Concern about Ethics and Ethical Issues among Professors of
Instructional Systems Design and Technology. / by
Nichols, Randall; And Others
Pub.Date:       1987Pages; Fiche:   11; Document no.:  
ED304099FOUND IN ERIC microfiche unless noted otherwise:
EDRS Price - MF01/PC01 Plus Postage.[

ABSTRACT
 :       With a growing awareness of the importance of
ethical issues in the profession of educational
communications and technology, he Professional Ethics
Committee of the Association for Educational Communications and
Technology:(AECT) decided to assess the current thinking of
association members toward ethics in the field. The
committee wished to conduct research in which a broad base of
data might be collected that could reflect membership
positions in at least three areas: (1) the degree to which
members feel ethics to be important and address them; (2)
specific issues deemed to be important; and (3) ways in
which an ethical code might be applied. Using a
nine-question open-ended questionnaire, a preliminary survey was
conducted at a May 1987 meeting of 80 professors of
instructional systems design and technology, many of whom
were members of AECT. Answers to the responses from the 43
professors who participated in the survey were tallied and
analyzed. It was found that, as a group, the respondents
perceive that they address ethical issues in a variety of
ways, but that more needs to be done; the range of issues
identified was quite broad, ranging from the effects of
technology on learners in general to the effects on whole
cultures; and, although they are concerned about ethical
issues, as a group they do not feel that monitoring of
practicing professionals is necessary. This paper includes a copy
of the questionnaire, an analysis of the responses to each
question, and a summary of the results.

McCaleb, Joseph L. Dean, Kevin W.[HRt]  TITLE

 :          Ethics and Communication Education: Empowering
Teachers. / byMcCaleb, Joseph L.; Dean, Kevin W.Pub.Date:      
Document no.:J364700FOUND INCommnication Education; v n4 p410-16
Oct 1987
ABSTRACT
 :       Argues that communication education must cultivate in
teachers the capacity to respond sensitively to teaching values.
Defines the responsible teacher as one who: (1)
understands structure of the discipline including the
relationships among communication, ethics, and morality; (2)
understands students' cognitive, social, and moral
development; and (3)  can model selection, analysis,
integration, and applications of ethical issues (NKA)Notes:       
  Special Issue: Censorship in Education.