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Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 Winter 2013-14 SIG 13 Contact Information Coordinator Coordinator JURE Coordinator SIG 13 Newsletter Editor Karin Heinrichs Dorit Alt Martina Nussbaumer Eveline Gutzwiller-Helfenfinger [email protected] [email protected] [email protected] [email protected] Contributors in this issue: Dorit Alt Jessica Bertolani Bram Eidhof Giorgio Erle Eveline Gutzwiller- Helfenfinger Karin Heinrichs Cees Klaassen Valentina Mazzoni Catherine Näpflin Martina Nussbaumer Fritz Oser Jean-Luc Patry Wiel Veugelers Ponte Pietra and Campanile del Duomo seen from the Roman Theatre (by Pentti H) http://commons.wikimedia.org/wiki/File:VeronaView.jpg 1

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Winter 2013-14 SIG 13 Contact Information Coordinator Coordinator JURE Coordinator SIG 13 Newsletter Editor

    Karin Heinrichs Dorit Alt Martina Nussbaumer Eveline Gutzwiller-Helfenfinger

    [email protected] [email protected] [email protected] [email protected]

    Contributors in this issue: Dorit Alt Jessica Bertolani Bram Eidhof Giorgio Erle Eveline Gutzwiller-Helfenfinger Karin Heinrichs Cees Klaassen Valentina Mazzoni Catherine Näpflin Martina Nussbaumer Fritz Oser Jean-Luc Patry Wiel Veugelers

    Ponte Pietra and Campanile del Duomo seen from the Roman Theatre (by Pentti H)

    http://commons.wikimedia.org/wiki/File:VeronaView.jpg

    1

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Table of Contents Editorial 3 Notice Board 4

    EARLI 2013 Conference – Looking Back 5 Minutes of the SIG 13 Business Meeting 6 Flashlight from the SIG 13 Business Meeting 9

    Coordinators’ Corner 10 Responsible Teaching and Sustainable Learning – Introduction 11 Karin Heinrichs 13 Dorit Alt 14 Martina Nussbaumer 15 Jean-Luc Patry 17 Cees Klaassen 19 Fritz Oser 20 Wiel Veugelers 22

    Announcements 23 AERA 2014 Invited Symposium 23 Organising an EARLI ASC 24

    My AME Experience 25 Wish for Cooperation & Exchange 25 Three Questions to Bram Eidhof 26

    SIG 13 Symposium in Verona – Special Section 27

    General Information 27 Three Questions to Jessica Bertolani 30 Three Questions to Giorgio Erle 32 Upcoming Elections 33

    Announcing the SIG 13 Facebook Group 34

    Guidelines for Authors 36

    2

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Editorial

    Dear Friends and Colleagues I hope you spent a lovely Winter Holiday and are enjoying the first warm(er) days in early Spring! It has been some time since some of us SIG 13 members met at the EARLI 2013 Conference in Munich. I think I am not mistaken if I suppose that this has been and is a very busy time for us all. As we all know, academic life has its challenges and its rewards; and it is reassuring to move through mostly familiar and well-established routines. One of these routines, of course, is receiving the SIG 13 Newsletter. Here also, we more or less know what to expect: Notice Board, Three Questions, Interviews, Minutes from Business Meetings, and so on. Well, this time we have something new in store. Based on a great idea and initiative of one of our Coordinators, Karin Heinrichs, and with the support of the other Coordinators, Dorit Alt and Martina Nussbaumer, we hope to start a new chapter in SIG 13’s internal scientific exchange. The EARLI 2013 Conference in Munich actually provided the first inspiration for this new development. The Conference Theme “Responsible Teaching and Sustainable Learning” and especially the way it was implemented in the context of keynote addresses and presentations triggered something. The result of Karin’s initiative left its visible traces on several of this Newsletter’s pages. But I do not want to give the show away….. So, be prepared for a long and hopefully good read! An important focus of this issue lies of course on the SIG 13 Symposium in Verona. Valentina Mazzoni, her co-organisers, and the SIG 13 Coordinators have been busily working behind the scenes to provide us with an appealing symposium programme. Based on the high number of high-quality submissions, it is quite a challenge to fit everything into a three-day time slot. I was able to sneak a peek at the developing schedule and am impressed by the visible work lying behind all this. Well, well, well, this is going to be most exciting!!! I hope to see many of you in Verona. And those who cannot attend will find an extensive Special Section in the next issue of this Newsletter. So take care and stay with our inspiring SIG 13!!!

    Best Regards

    EVELINE GUTZWILLER-HELFENFINGER Editor

    [email protected]

    Eveline Gutzwiller-Helfenfinger

    3

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Notice Board

    Meetings & Conferences AERA 2014 April 3-7 SIG 13 Symposium 2014 June 25-28 JURE Summer School 2014 June 30 – July 4 SIG 19 Symposium 2014 August 6-8 ECER 2014 September 1-5 AME 2014 November 6-8 CEP 2014 Forum Nov 30 – Dec 2

    The AERA Conference (American Educational Research Association) will take place in Philadelphia, Pennsylvania, USA www.aera.net/AnnualMeetingOtherEvents/tabid/10063/Default.aspx The 4th SIG 13 Symposium “Moral Education for a Democratic Citizenship” will be held at the University of Verona, Italy www.sig13-verona.it/ The JURE 2014 Summer School is hosted by the University of Cyprus, Nicosia, Cyprus www.earli.org/Junior_Researchers_%28JURE%29/JURE_conference_2014 The SIG 19 Symposium (Religious and Spiritual Education) will take place at Helsinki, Finland http://blogs.helsinki.fi/sig19conference/ The ECER Conference (European Conference on Educational Research) will take place at the University of Porto http://www.eera-ecer.de/ecer2014/ AME’s (Association for Moral Education) 40th Annual Conference will be held in Pasadena, USA – Call for Papers open until April 18 http://www.ame2014.org/ The 20th National Forum on Character Education of CEP (Character Education Partnership) will take place in Washington, D.C., USA http://www.character.org/conference/

    Call for Contributions

    Deadline for the next issue of the SIG 13 Newsletter: 15 August 2014

    4

    http://www.aera.net/AnnualMeetingOtherEvents/tabid/10063/Default.aspxhttp://www.sig13-verona.it/http://www.earli.org/Junior_Researchers_%28JURE%29/JURE_conference_2014http://blogs.helsinki.fi/sig19conference/http://www.eera-ecer.de/ecer2014/http://www.ame2014.org/http://www.character.org/conference/

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    EARLI 2013 Conference – Looking Back

    Munich Rathaus (by Frank Spakowski) http://commons.wikimedia.org/wiki/File:Munich_rathaus.JPG

    Contents

    Minutes of the SIG 13 Business Meeting Flashlight from the SIG 13 Business Meeting

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Minutes from the SIG 13 Business Meeting in Munich

    Wednesday, August 28, 2013, 5 p.m. – 6 p.m.

    Coordinators: Dimitris Pnevmatikos and Karin Heinrichs Minutes: Jean-Luc Patry

    Members present: Dorit Alt, Rob Bartels, Doret de Ruyter, Bram Eidhof, Gudmudur Heidar Frimanns¬son, Margarita Gerouki, Eveline Gutzwiller-Helfenfinger, Karin Heinrichs (co-chair), Cees Klaas¬sen, Valentina Mazzoni, Gerhard Minnameier, Luigina Mortari, Martina Nussbaumer, Fritz Oser, Jean-Luc Patry (minutes), Dimitris Pnevmatikos (chair), Jostein Saether, Ingrid Schut¬te, Laura Selmo, Geir-Olav Toft, Violeta Vainer, Wiel Veugelers, Diego Di Masi, Do¬rin¬da Jansma, Marina Santi Excused: Alfred Weinberger, Herrmann-Josef Abs, Anna M. Tapola

    Start 17:09 1. Opening, welcome, membership, decision making;

    Welcome by Karin Heinrichs and Dimitris Pnevmatikos

    2. Minutes of this meeting Jean-Luc Patry

    3. Minutes of the last meeting (Bergen) Dimitris Pnevmatikos thanks Martina Nussbaumer, Thomas Bienengräber and Catherine

    Naepflin for the minutes in Bergen. Minutes have been published in Newsletter “Summer 2012 #10”. The minutes are approved unanimously.

    4. Agenda

    The agenda is approved.

    5. Reports 5.1. Coordinators: Dimitris Pnevmatikos

    Improvement in membership (from 48 in June 2011 to 98 in August 2013) – second most successful of all SIGs according to the EARLI bureau (second to SIG 12, “Writing”);

    Don’t forget to renew your membership! But only 17% increase of presentations (without posters) compared to Exeter (50%

    increase compared to Amsterdam) – this could be better. Third SIG 13 Symposium in Bergen, thanks to Jostein Saether and his colleagues; Frontline in Learning Research (FLR), new EARLI journal:

    1. Fast track open access journal 2. Various types of research articles 3. Innovative approaches and ideas

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    4. SIG active involvement Dimitris Pnevmatikos is on the editorial board, but we need people as reviewers (reviews within one month) – members are encouraged to apply as reviewer (see homepage of the journal www.frontlinelearningresearch.org).

    AREA Invited Symposia: Cultural and Ethical Diversity and Moral Teaching and Learning Chair: Wiel Veugelers Discussants: Gaby Salomon & Karin Heinrichs Contributors:

    – Fritz Oser & Horst Biedermann – Dimitris Pnevmatikos & Eirini Papadopoulou – Kirsi Tirri & Inkeri Rissanen – Wiel Veugelers & Yvonne Leeman

    Try next time!

    5.2. Newsletter editor: Eveline Gutzwiller-Helfenfinger: Eveline took over from Anna Tapola, three issues were published continuing Anna’s line,

    but now it is time for reflection, so please send contributions even if you don’t know Eveline personally; it’s difficult to get people to talk about their professional life; send information about your latest publications, awards won, etc.;

    Eveline is willing to serve another period and hopes for reports on JURE, cooperation with coordinators, stimulation by the whole group; Eveline is open to everything.

    Dimitris Pnevmatikos thanks Eveline for her efforts.

    5.3. JURE coordinator: Dorit Alt Attempt to attract young researchers to become members; in Bergen there was a poster session for young researchers; attempts to integrate young researchers’ papers in publications, these efforts must be

    increased; Maslovaty award is important but there should be more efforts to aid young researchers;

    other ideas are welcome. Dimitris Pnevmatikos thanks Dorit Alt. Dimitris Pnevmatikos thanks Violeta Vainer who is in the board of the JURE committee

    who is also member of the SIG 13. Violeta is happy to support SIG 13.

    5.4. Members’ reports; questions, discussion and decisions

    Wiel Veugelers is head of the SIG “Moral Development and Education” in AERA; the deadlines are just before the respective other conference (EARLI and AERA) so asking the participants during the conference doesn’t make much sense. Another forum is AME where we should contribute, and AME has also a journal (Journal of Moral Education) and submissions are invited. There is also a book series that one should publish in. Karin

    7

    http://www.frontlinelearningresearch.org/

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Heinrichs has published in this series, and on Thursday morning there is a symposium on that.

    Dimitris Pnevmatikos reminds that Fritz Oser got the highest award of EARLI (Oeuvre Award).

    6. Maslovaty Awards

    Dorit Alt says a few words about Nava Maslovaty and about the Maslovats foundation and its function; Dorit will meet the representatives of the foundations soon, so she asks to tell her about needs (e.g., the foundation can also support publications or doctoral students or research groups etc.).

    Dimitris Pnevmatikos reminds of the obligations: To make implicit reference to the next publication of the paper or presentation; To send two copies of their Awarded work to the Maslovaty Foundation; To present their work at the next SIG13 Symposium (Verona, Italy).

    Dimitris Pnevmatikos announces the winners: Senior Researcher Publication: Jean-Luc Patry, Alfred Weinberger, Martina Nussbaumer,

    Sieglinde Weyringer Young Researcher Award: Valentina Mazzoni: Teaching moral responsibility through

    virtues.

    7. Elections Dimitris Pnevmatikos reminds of the rules; 7.1. Coordinator: Dorit Alt is candidate; 24 votes, positive 23, negative: 0; abstentions: 1 7.2. Newsletter: Eveline Gutzwiller-Helfenfinger is candidate; 24 votes, positive 23, negative: 0;

    abstentions: 1 7.3. JURE coordinator: Martina Nussbaumer and Violeta Vainer are candidates; both introduce

    themselves; 24 votes Martina: 17 Violetta: 3 Abstentions: 4

    Karin Heinrichs announces the results and congratulates both candidates.

    8. Fourth SIG 13 Symposium 2014 Valentina Mazzoni informs (see Newsletter #11 and www.dfpp.univr.it/?lang-cn); 25-28th June 2014; the Keynote Speakers are Elliot Turiel (UC Berkley, Graduate School of Education) as a psychologist and Linda Napolitano (University of Verona, Department of Philosophy, Education and Psychology) as a philosopher.

    9. Future activities

    Karin Heinrichs presents the following goals: Within SIG 13:

    1. 14th Symposium 2014 in Verona

    8

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Making SIG 13 visible within the EARLI: we are on a good way – let´s stay on that track!!

    (increasing membership and papers, conference theme 2013, Fritz as the award winner 2013): 1. Submitting Keynote speakers for the EARLI Conference 2015 in Cyprus; 2. Submitting an invited EARLI symposia for the AERA (1rst October 2013); 3. Submitting symposia and papers at the next EARLI conference; 4. Engaging in the new Journal (as reviewers and authors); 5. Publishing in the EARLI book series? 6. Making SIG13 more visible within JURE; 7. What other ideas do you have? ([email protected]).

    Membership: 1. Asking former members for renewing their membership; 2. Looking for EARLI members presenting in the field of SIG 13; 3. Distributing the Call for the 2014 Symposium; 4. Encouraging young researchers to join us.

    SIG Dinner at 8p.m. at “Bei Raffaele”

    10. Varia: Fritz Oser thanks for the support Karin Heinrichs thanks Dimitris Pnevmatikos and gives a present.

    Finish 18:02

    Flashlight from the SIG 13 Business Meeting In his Coordinators’ Report, Dimitris Pnevmatikos gave an overview of SIG 13’s “success story” regarding the number of presentations at former EARLI Conferences (see minutes, section 5.1). To visualise this success for members who could not attend the Business Meeting we show the respective slide of his presentation:

    9

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 This is a most encouraging message, so let us keep going! And let us again use the next SIG 13 Symposium for a fruitful scientific exchange to prepare a still higher number of high-quality contributions for EARLI 2015.

    Coordinators’ Corner is a regular feature where the SIG 13 coordinators’ write about topics of particular interest. Previous articles in the series: Issue # 11 Dimitris Pnevmatikos: EARLI – Opportunities and Activities Issue # 10 Karin Heinrichs: The first year as a Coordinator in SIG 13 Issue # 9 Dimitris Pnevmatikos: Afterthoughts following the EARLI conference in Exeter Issue # 8 Dimitris Pnevmatikos: Learning from the Tsunami Issue #7 Jean-Luc Patry: Theories in Moral and Democratic Education Research Issue #6 Dimitris Pnevmatikos: Moral and Democratic Education: A Multidisciplinary Research Area Issue #5 Jean-Luc Patry: Afterthoughts Following the EARLI Conference in Amsterdam Issue #4 Cees Klaassen: Past, Present and Future – Trends within Our Research Domain

    The present “Coordinators’ Corner” rubric differs from former versions. Based on an

    idea by Karin Heinrichs (whose turn it is to write about a topic relevant for SIG 13

    members and Newsletter readers) the rubric was opened to represent something like

    a forum. Karin invited her Co-Coordinators, Dorit Alt and Martina Nussbaumer as well

    as a number of SIG 13 members to join a discussion within SIG 13 which she just now

    initiated and which will hopefully bear fruit in Verona and later on. Curious? Well,

    please read on…

    10

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Responsible teaching and sustainable learning – How could we as SIG 13 contribute to these issues within EARLI? Introduction by Karin Heinrichs

    Responsible teachers “do not only prepare learners for particular exams, but for being able to develop their character, being open

    minded and develop own ideas. In other words: We want to stress the

    responsibility of teachers to create learning environments which make

    sustainable learning likely.” (call for the Biennial EARLI conference 2013 in Munich).

    As I read this conference theme for the first time, I thought: What a great chance for our SIG 13! Our main interests have just been proclaimed to be at the center of interest of the EARLI Biennial Conference 2013 in Munich. And I was very excited about how these issues would be discussed in Munich. But what happens? All in all, I think the conference theme was not really dominating the conference. However, there have been keynotes, sessions and papers associated directly corresponding to the conference theme and others which maybe could be considered as associated with responsible teaching or sustainable learning in any sense: Contributions directly focusing on a facet of the conference theme, for example:

    Fritz Staub (Keynote): Joint Responsibility and the Advancement of Teacher Learning in Mentoring and Classroom-based Coaching

    Mareike Kunter (Keynote): Preparing Teachers for Responsible Teaching – Research on Teachers’ Professional Competence

    Beate van der Heijden (Keynote): Responsible Career Management and Sustainable Employability

    Manfred Prenzel (Invited Symposium TUM): The Ethos of The Teacher

    Dimitris Pnevmatikos (Invited Symposium Sig 13): Responsible Teaching in Practice

    Jean-Luc Patry (Symposium): Integrating multiple approaches within research programs on moral and democratic education

    Hermann Josef Abs (Symposium): Inequalities within the school system and the effects on citizenship outcomes

    11

    http://www.ru.nl/fm/@669941/heijden_b_i_j_m_van/

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Elizabeth Taylor (individual paper): Education for sustainability: Teaching English and mathematics using Ethical Dilemma Story Pedagogy

    Sarah Jane Brunkhorst (individual paper): Human rights education in school: an intervention study

    And others which probably could be discussed as a facet of responsible teaching and sustainable learning, e.g.:

    Tina Seidel (Keynote): Understanding the Interplay of Student Characteristics and Teacher Interactions in Classrooms

    Melanie Ehren (Invited Symposium SIG 23): Theoretical and empirical research on Educational Evaluation, Accountability and School Improvement

    Catherine Naepflin (paper in a symposium): Mistakes and entrepreneurial failure

    Alessio Surian (Invited Symposium SIG 21): Learning challenges and opportunities in culturally diverse settings in Higher Education

    Bram Eidhof (individual paper): A framework for ordering social outcomes of education

    Taking a deeper look at all the contributions presented and discussed at the conference I got the impression that the terms of “responsible teaching” or “sustainable learning” have been approached in very different ways and discussed by the papers to a varying extent. And not many approaches presented would have been considered responsibility and sustainability in terms we in SIG 13 are familiar with in the field of moral and democratic education. We often find responsibility in terms of effective teaching, but not connected to a sophisticated ethical reflection about what to aim at and how to reach these aims in a “responsible” and “sustainable” way. What a pity and – at the same time - what a challenge to us! Did we not have theories, models and applications to contribute on how to foster responsible teaching and sustainable learning? Should we not feel responsible to encourage research of good quality in this field and to proceed systematically? Today SIG 13 is still a small group and plays a minor role within the EARLI, is hardly visible. My vision – if I dare to dream – would be for SIG 13 not to be considered as a SIG at the edge, but in the middle of EARLI: as a group of experts all doing research on responsible teaching and sustainable learning, being able to cross the borders of disciplines or contexts, encouraging innovative and creative projects to improve learning conditions and outcomes – and: still going beyond the status quo by improving the conditions of learning and development. Searching for empirically based evidence on how to improve the learning and living conditions of individuals in that sense always is based on values and the idea that it is worth and necessary to go for a better world.

    12

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 In this newsletter it would traditionally be my turn to write the “coordinator´s corner”. I would like to take this chance to start collecting and developing sophisticated ideas among the SIG 13 members about how to define and study “responsible teaching and sustainable learning” – always having in mind the question of how to strengthen SIG 13 within the EARLI or - the other way round – how to convince other EARLI SIGs or single EARLI members that SIG 13 has specific expertise in the currently discussed fields of research. How could SIG 13 as a cross-disciplinary group of researchers be developed and acknowledged as a group of experts on responsible teaching and sustainable learning within the EARLI? Would it not it be great if we as SIG 13 could work on a kind of strategic paper (or collection of contributions) which could be published within the EARLI? I think that could be a good way to strengthen our “group identity”, to specify our profile as an EARLI SIG and to develop a perspective how we as SIG 13 contribute fruitfully to research on responsible teaching and sustainable learning and to corresponding projects within the EARLI. In this newsletter, Dorit, Martina and myself as the members of the current SIG 13 coordinating team would like to start discussing on theoretical perspectives, empirical approaches or results on responsible teaching and sustainable learning. So below you find the statements of us coordinators followed by...

    Karin Heinrichs:

    What do you think is “responsible teaching”? Looking at the contributions of the EARLI conference, I see at least two different categories to discuss responsible teaching: Sometimes teaching is considered as done in a responsible way if we try to ensure that teaching is effective and that the effectiveness of teaching is assessed empirically, sometimes is seems that studying responsible teaching has to go beyond effectiveness: Responsible teaching could mean for example to think, discuss and agree upon aims and standards of teaching, about norms and values, about fairness or justice as well as about teachers´, student´s and citizens´ development and well-being. I would like to encourage us as SIG 13 to contribute to the discussion about responsible teaching and I think we have our core competencies in thinking beyond effectiveness. However, I think it will be necessary to find a way to integrate ethical aspects as well as ideas of how to teach effectively to specify the term “responsible teaching”.

    What do you think is “sustainable learning”? Here we can respond to different literature about sustainability and find different criteria.

    1. There may arise questions about what and how to learn in general, like:

    how to learn what to need to know,

    how to learn and not to forget,

    how to learn to apply knowledge,

    how to learn in order to support lifelong learning and personal development.

    2. Additionally, we are convinced that sustainable learning is even more than gathering knowledge and content specific competencies. Additionally, sustainable learning should also be about values, beliefs, self-knowing and self-reflection as well as

    13

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    about developing not only individuals rather than institutions and societies. So, based on ideas of moral and democratic education, I would like to add questions, for example:

    how to develop competencies to reflect, judge and act in ethically relevant situations,

    how to develop moral motivation, responsibility or a moral self

    how to develop citizenship,

    how to educate people to be able to create moral and democratic systems and societies.

    How are responsible teaching and sustainable learning connected?

    Instead of answering this third question, I again prefer to raise questions. Therefore I would like to point to James Pellegrino´s concept of the curriculum - instruction- assessment-triad (Pellegrino et al., 2010, p. 4).

    This concept has been developed to stress that it would be fruitful to develop a system of (a) theoretical assumptions on learning and knowing, (b) curriculum, (c) instruction, and (d) assessment. So, based on a theory of learning and knowing and based on the idea that theoretically grounded empirical research in the field of research on learning and instruction is fruitful, we would ask: What are the aims of sustainable learning and

    how to decide and reflect on which aims should be worth and acceptable to achieve, which of them should be integrated in the curriculum, which of them may be implicitly part of the teacher´s vision and his personal “hidden” curriculum? (curriculum)

    What instructions can help to reach these aims and how to develop learning environments for sustainable learning? (instruction)

    How to measure outcomes of sustainable learning? (assessment)

    And we could apply these questions to students´ as well as to teachers´ learning. So if we think about responsible teaching and sustainable learning we could assume that both concepts are intensively connected: Teaching is responsible if sustainable learning

    of the students is fostered and

    learning in teacher education is sustainable if we manage to develop responsible teachers.

    Dorit Alt:

    What do you think is “responsible teaching”? What do you think is “sustainable learning”? How are responsible teaching and sustainable learning connected?

    I would try addressing the three questions raised in my following answer. A responsible teacher, in my view, focuses his/her attention on how to enhance sustainable learning. Educational practice is continually subjected to renewal needs, due mainly

    to the growing proportion of information communication technology, social changes, globalization of education, and the pursuit of quality. The accelerating rate of social change puts a premium on adaptability to the emerging requirements of present society. This requires developing updated instructional practices that could integrate knowledge with personal transferable skills (see also Pellegrino & Hilton, 2012), and cultivate moral competencies adapted

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    to current social changes. Irresponsible teachers are often being criticized for not coping with the new challenges. They keep exemplifying the traditional instruction based on objectivist philosophical assumptions. This form of instruction is criticized for being inadequate in preparing students for a world characterised by uncertainty, unpredictability and challengeability. In order to overcome this critical inadequacy between current educational goals and instructional methods, the creation of learning environments where responsible teachers foster sustainable learning is needed. In this regard, the question of how these learning environments could be characterized and established is of importance. Several essential features of these new environments are indicated by theorists and practitioners to enable sustainable learning. First is the idea that learning occurs during a sustainable participation in inquiry practices focused on the advancement of knowledge. This process consists of a so-called predict- observe- explain procedure where learners hypothesize, test their hypothesis, explain observations as a way of verifying hypothesis and later discuss discrepancies between the hypothesis and the outcome. The second feature is authenticity. Authentic experiences allow the individual to construct mental structures that are viable in meaningful situations. Situating learning in a real world task ensures that learning is personally interesting and provides students with opportunities to think at the level of sophistication they are likely to encounter in the real world. Providing multiple perspectives and representations of content is another dimension of

    sustainable learning skills. When students are able to examine an experience from multiple perspectives their understanding and adaptability are increased. In this process they are forced to go beyond everyday ethical contemplation, by developing dialogue and multiple perspectives. Responsible teachers should also create environments for teaching and learning that are de-compartmentalized, by integrating individual, social and institutional processes, as has been stressed by Minick, Stone and Forman (1993): "...one cannot develop a viable sociocultural conception of human development without looking carefully at the way these institutions develop, the way they are linked with one another, and the way human social life is organized within them" (p. 6). Another important role of a responsible teacher is shifting the external control over the learning process, as used in conventional and well- structured learning settings, to the student's internal control for learning. This role is often referred to as metacognition – encouraging students to set their own goals while emphasizing collaboration and negotiation. Finally, a responsible teacher should recognize the cooperative nature of the sustainable learning process. The dialogic interpretative framework implies that pedagogic practices should be able to sustain more than one perspective simultaneously. This process includes the promotion of communities of enquiry and dialogue skills through the use of forums of alternative voices, and the induction of students into real dialogues across cultural differences. I certainly think this subject could lie at the core of a future initiative of our SIG, as has been suggested by Karin. A preliminary brainstorming session held in our upcoming meeting could further contribute this idea.

    Martina Nussbaumer:

    What do you think is “responsible teaching”? What do you think is “sustainable learning”? How are responsible teaching and sustainable learning connected?

    I would like to answer these questions as a whole: Responsible teaching und sustainable learning first of all mean to me education for development of personality and character and also moral education but also to foster creativity and divergent thinking. In my opinion a teacher must be seen as a

    responsible teacher to do responsible teaching. But what does a responsible teacher look like? For me a responsible teacher must first and foremost not only focus on the content issues and knowledge building of his or her subject – this is what almost all teachers do. He or she must also take into account the development of the character of the learners and let them develop their own ideas. Moreover he or she must enable their learners to think critically and to train them to be

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    critical. This includes also values education and the sensitivity for values, to self-reflect on knowledge and attitudes, social competences, argumentation skills, etc. besides knowledge education. All this moral education contributes to forming a person’s or learner’s character ; and it is important that the teachers make this possible for their learners in class. Therefore the teacher must be open-minded and create a learning environment, which makes sustainable learning likely. In other words you can say: A responsible teacher must act according to the saying: “Learning is not just for school, but for life”. This is how teachers must teach their learners in school nowadays, as it is more necessary for the challenges these days. As you may see teachers have a very important role in their profession and therefore they need a very good teacher education. Teacher education for responsible teaching pursues the aim to acquaint pre-service teachers with responsible learning environments as well as to support them to develop their own moral competence and build essential content knowledge and pedagogical abilities. But does the currently teacher education fulfill this demand? And does the present educational system guarantee the framework conditions for responsible teaching and sustainable learning? That there is something going wrong with the educational systems all over the world is also underpinned by the new movie from the Austrian director Erwin Wagenhofer “alphabet – fear or love”. In this movie several important persons all over the world e.g. educational experts and leading figures outside the field of education (Sir Ken Robinson, Yang Dongping, Andreas Schleicher), educational researchers (Arno Stern, André Stern, Thomas Sattelberger), brain researchers (Gerald Hüther), students (Yakamoz Karakurt) and teachers (Pablo Pineda Ferrer) were accompanied in their everyday life and interviewed about the conditions of learning in schools and the educational systems. One statement by Ken Robinson is still on my mind: “At birth 98% of humans are highly talented. After their school years there are only 2%.” Ken Robinson refers his findings to a recent long-term study of divergent thinking. Divergent thinking is not the same thing as creativity, but it is an essential capacity for creativity. Divergent thinking is the ability to see lots of possible answers to a question, lots of ways to interpret a question, to think literally and to see multiple

    answers and not just one. He said that this study shows two things: (1) We all have this capacity. (2) It mostly deteriorates. But why does it deteriorate? Ken Robinson answers this with the way children are educated. Because children are educated and must go through the educational system and because in school they are taught that only one right answer exists. He does not blame the teachers, because they have no choice. It is because of the educational system and its standardization in testing and curriculum. And this is why Ken Robinson wants a paradigm change in education towards the completely opposite. I think that responsible teaching and sustainable learning follow exactly the pathway Ken Robinson refers to. Learners think that there is only one answer and in most cases it is the answer of the teacher, which the learners adopt because they think that the teacher is all-knowing; so they do not scrutinize the teacher’s statements and remarks. But responsible teaching and sustainable learning require exactly the opposite, as already mentioned above. This is what the educational systems these days are NOT providing neither for the teachers in their teacher education nor for the learners at school. But how can we and especially the teachers, who are stuck in the educational systems, overcome these problems? A lot needs to be done for enabling responsible teaching and sustainable learning in schools because the simplified school structures, teacher education, the grading systems (measuring system) and the educational system itself should be renewed in a way to really allow and foster responsible teaching and sustainable learning. But this cannot be done overnight and not by a single person. Yet it could be done if everybody makes a step towards responsible teaching and sustainable learning. In my point of view one possible option could be to provide teachers with new teaching methods which combine knowledge building and values and moral education like VaKE (Values and Knowledge Education) to take a step forward into performing responsible teaching and sustainable learning in their teaching. The teaching method VaKE creates a learning environment which combines moral education and knowledge building. It stimulates moral argumentation structures of learners and results in applicable knowledge. So VaKE can be seen as one possible means for responsible teaching and sustainable learning.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    As far as I can see there are plenty of issues to think about and to discuss in our SIG. I am really looking forward to the further statements of other

    SIG members and of course I am very curious about our discussion in Verona about all these things.

    HOW TO MOVE ON… Future Perspective: Gather the SIG 13 expertise in order to precise what responsible teaching and sustainable learning could (or even should) be Now, you now our first ideas about to answer the mentioned three questions, but we all are only three, and additionally younger members of the SIG. We know that there are you as SIG members who have much more experience and perspectives on how to answer these questions. So we need your contribution to develop strategic ideas!! Please feel encouraged to develop your statement along the three questions: feel free to specify theoretical and empirical approaches as well as corresponding examples of best practice on responsible teaching and sustainable learning. Maybe it is also fruitful to think about conditions or examples when learning is NOT sustainable or teaching is NOT responsible to get nearer to the core of the concepts. We would be very pleased if you sent your ideas via email to Karin Heinrichs ([email protected]) or if you engaged in our discussion on these issues at our SIG 13 symposium in June 2014 in Verona. The three questions are:

    What do you think is “responsible teaching”?

    What do you think is “sustainable learning”?

    How are responsible teaching and sustainable learning connected?

    We are looking forward to your contributions and to discussing these issues with you in Italy!! Kind regards Karin, Dorit and Martina And now come the contributions by some of the former SIG 13 coordinators,

    namely Jean-Luc Patry, Cees Klaassen, Fritz Oser and Wiel Veugelers!

    Jean-Luc Patry University of Salzburg Education – and that includes teaching – is a values-laden endeavor; let me just mention that education necessarily aims at educational goals and that these goals require an ethical justification, i.e., an argumentation why they must be pursued.

    This argumentation is in any case based on values, but the choice must be a rational one and not just an intuitive priority. This is the first issue of responsible and sustainable teaching.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Responsibility can be conceived as follows: Someone is accountable (responsible) for something or someone with respect to an instance. This instance can have two forms: Authority: Some (group of) people have direct

    or indirect power to sanction the actions of a person who then is held responsible either for doing what he or she has done or for the consequences of this action; the sanctions can be positive or negative for the person. The authority bases its decision on its own values system which might be explicit (e.g., laws) or implicit (e.g., the opinion of the representatives of the authority). For instance, the superiors (principal, inspector, school authorities) have the power to approve or disapprove of (punish) a teacher (direct sanction). And the children and parents have an indirect power by saying that they approve or disapprove of the action or its consequences, or the teacher imagines that they could say so. This is independent from whether the teacher agrees with the values system underlying the authority’s decision or not.

    Values system: The person justifies his or her action with his or her personal values system. Often a person says that he or she is responsible with respect to his or her conscience. We assume here that the person is fully aware of his or her values system and hence can defend his or her decision with rational arguments (explicit values system).

    Usually in decision making educators have several responsibility instances which might be contradictory (antinomies). It might happen, for instance, that different authorities defend different values systems, e.g., that the parents do not agree with the administrative rules (e.g., with respect to student grading). It might also happen that the teacher, based on his or her personal values system, does not agree with the values system of the authority (again, the teacher might think differently about grading than the superiors ask him or her to do). Finally, there might be – and often are – contradictions within the person’s values system with respect to different issues relevant in the same situation (in grading, for instance, the teacher is often in the dilemma of

    giving fair grades – value: justice – and undermine the student’s self-confidence – value: care for the student; both justice as well as care are of high value to the teacher). It is typical for educational practice that educators have to deal with such antinomies, and responsible teaching means that these decisions are made rationally. One of the teachers’ decisions has to do with responsibility in a second way: namely whether to foster the students’ responsibility or not. Often teachers think that they should do it but they do not know how, they do not want to interfere with the parents’ values (responsibility with respect to the authorities, see above), or do not believe they have time for that. It is one task of research to provide the teachers with tools that permit them to achieve this double assignment: doing knowledge education as well as values education. Sustainability is closely linked with responsibility, as can be seen in the two interconnected meanings of this term. On one hand, sustainability means having an impact beyond the present or immediate future, and on the other, this impact must have a positive quality. A decision for sustainability, hence, is a decision for medium- or long-term responsibility, i.e., an attempt to have a positive (responsible) impact on the future. With respect to teaching sustainability means that the student should be taught for life and not just for school, and that what he or she is taught should be positive. This is almost tautological, since this significance of teaching is just this: having an impact on the student to improve his or her future. However, when taking into account the issues of responsibility discussed above to define what the best might be, it becomes evident that there is one additional step for teaching to become sustainable: namely that the decisions must be rational, must be argued for. To support the practitioners in doing that is one of the most important tasks of research in education; however, while research can help the practitioners to decide responsibly, it can never remove the practitioner’s responsibility, i.e., the practitioner will remain in charge and responsible for his or her decisions, both towards to the respective authorities and towards his or her own values system.

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    Cees Klaassen Radboud University Nijmegen

    Some Reflections on the Moral Dimension of Responsible Teaching and Sustainable

    Learning

    Point of departure Researchers attending the EARLI 2013 conference in Munich were asked to relate their research to the general theme ‘Responsible Teaching and Sustainable Learning’. They were also asked to highlight how their work contributes to that theme. As might have been expected, few researchers took the trouble to bear this request in mind. Reading the conference programme you cannot find many titles or remarks that referred to this challenge. In this short report I want to consider a limited number of points that are relevant to the central tenets that emerge in the conference’s key concepts. I will also briefly consider the contribution that could be made by SIG13 to the further elaboration of the main concepts expressed in the title of the conference. I am looking forward to our meetings at our Sig 13 Conference in Verona to discuss the main points of my analysis of the Munich conference theme and my ideas of the possible impact that SIG 13 can and should have on enhancing the themes of responsible and sustainable learning and teaching. In a further article or bigger publication I would like to explicate and substantiate a number of things. Because the terms ‘responsible’ and ‘sustainable’ are used in numerous debates with a frequency that is equalled by the scarcity of their definition, it would be useful, as a first step, to see how the organisers of the conference have defined and explained these concepts. Analysis of the preamble Responsible teaching is understood as “teaching with respect to multiple and challenging educational goals”. Remarkable, and for this essay important, is the next reference: this means “e.g. the development of knowledge and understanding, of interest and social competencies and of social engagement and problem-solving competencies”. It is interesting that in this illustration the organisers underline the SOCIAL competencies and SOCIAL engagement. In the educational and policy debates in the past five decades we have not

    seen words like these or references to such socially oriented phenomena very often. It is also significant that this illustration does not only refer to a purely ECONOMIC or TECHNOCRATIC meaning of the adjectives ‘responsible’ and ‘sustainable’. In such an illustration normative aspects of the closely allied processes of teaching and learning, of professionalism and value laden educational aims are also brought into play. If attractive concepts such as ‘responsible’ and ‘sustainable’ are not to acquire vapid or meaningless connotations in the scientific debate with an ‘anything goes’ approach, such as frequently occurs in the public debate, then they should be the subject of further reflection and operationalisation as an aspect of the ‘quality of teaching, learning and schooling’. From another perspective the text of the organisers of the EARLI 2013 Munich conference offers, in my view, interesting starting points. They point out the ‘responsibility’ of teachers. Responsibility does not only concern ‘technical skills’ and ‘maintenance of quality’, but in the intention of the text, also their ‘normative professionalism’: “Not only should teachers prepare learners for particular exams, but for being able to develop their character, being open minded and develop own ideas”. In focusing on the sustainability of learning the organisers want to highlight “learning processes which are meaningful and useful, aware and reflective, focused on higher order skills and deep understanding”. They see this as a challenge for educational researchers, for as they say: “Often learning is numb and focused on short term goals”. The possible contribution of SIG 13 In my view, the assignment of SIG 13 is to cultivate the attention to the moral as well as the intellectual aspect of teaching and learning. Both aspects and activities of the professionalism of teachers and school leaders need attention. In the educational sciences the moral dimension is not considered as an aspect that should be at the centre or heart of educational professionalism. It is not considered of much value by educational researchers and policy-makers. Moreover, a substantial number of educational practitioners do

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    not see their work as a profoundly moral enterprise. Nowadays not only politicians, but also school leaders and teachers seem to be more concerned about the economic system-problems. They are less orientated on the intrinsic goals of the personal and socio-cultural identity development of their students. Moral and democratic education - or more generally formulated - the perspective of the term ‘Bildung’ in European use refers to the profound value dimensions within the activities of responsible teaching and sustainable learning. A list of major points for reflection on the possible contribution of SIG 13 to the operationalisation of the Munich conference theme: The normative orientation of education should

    be recognised and acknowledged to a far greater degree, as should the intrinsic moral dimension of teaching, learning and schooling directed at “the best interests of the child”;

    Further scholarship and research should promote and implement reflection on the moral aspects of teachers’ professionalism and teachers’ practices;

    More attention to the interplay of knowledge, (moral) values and experiences in authentic learning processes is needed and for the consideration of authentic learning as an intrinsic moral good for learners as human beings;

    The same applies to the research knowledge of the pro-active shaping of the school and the moral aspects of living together in the school as a caring and moral learning community. In a wider connection we can also consider the emphasis on the relation between the school

    culture and the learning culture, both of which in relation to EARLI can receive SIGS’ attention in various aspects.

    Clarifying the (moral) value aspects involved in learning different parts of the academic curriculum. This means asking questions and developing skills in critical thinking about values and morality and engaging students with the necessary knowledge to do so. In this connection it is also important to accentuate the relation between personal standards and value-systems and value-communities

    Responsible teaching and sustainable learning in a globalised society also implies continuing reflection on general moral and democratic aims as formulated e.g., by UNESCO that point to principles like “educating caring and responsible citizens committed to peace, human rights, democracy and sustainable development, open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by non-violent means”. (UNESCO Declaration and Integrated Framework of Education for Peace, Human rights and Democracy. Paris, 1995).

    A crucial aspect of scholarship in our field of study and potential contribution to the Munich EARLI theme concerns the relationships between the psychological, sociological and educational approaches of (moral) value development, moral education and a better understanding of the moral foundations of education itself. Recent literature has added aspects of the self, the significance of intuition and the brain, but we are still searching for answers to key questions in the promising interdisciplinary areas and further fields of exploration.

    Fritz Oser University of Fribourg

    Redundant intentions or evidence based relationships?

    In 1992 Oser, Dick and Patry edited a book with the title „Effective and responsible teaching“. The idea was to disentangle precisely the concept of these two notions by referring to morality, hidden values and just and caring professional acting within the classroom. The title of the Munich conference is different because sustainability

    seems to be a political concept and does neither refer to PISA nor to moral education in general. The problem lies in the fact that real learning cannot be not sustainable, but it can be irresponsible. If someone learns to drive a car he/she can drive it for his/her whole life, but he/she can act and be irresponsible in the sense of not caring about pedestrians. Accordingly, effectivity and responsibility can both be seen as either low or high with respect to their quality.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Thus said there are a couple of elements connected with the notion of professional morality that should be distinguished: First, it is generally appropriate to differentiate between professional morality and ethos. Whereas the first is related to the consequences of a professional act, the second is related to what we call care and engagement on the part of one person for another person. Thus, in an extreme case, an engaged person with a high ethos can –for instance due to his/her social blindness - be irresponsible in the consequences of his/her act. This is important for the development of an instrument which needs to have at least one scale for each construct. Second, responsible teaching has two sides: normal teaching including normal respect for the students and the content at stake on the one hand and a specific look at the moral aspects of what is done on the other hand. Jackson’s “The Moral Life of Schools” is a good example for the second framing of the problem. Here the author analyses each act of the teacher (the choice of content, the use of a method, the words used for discipline regulations etc.) as a sign of hidden morality. Third, a distinction is needed between a virtue oriented responsibility and a procedural form of it. The first relates the act of a teacher with a certain expected value, for example the value of being correct in giving grades. The second deals with any unjust, incorrect, amoral situations and tries to set conditions for solving them, such as round tables to include the parties concerned, etc. Fourth, any teaching act should be seen as part of the following professional criteria: a) accountability, b) availability, c) entitlement, and d) professional cooperatives. The notion of accountability refers to the issue that every result of the teaching act has to be evaluated with respect to the so-called reference (the student’s reactions and activities), the transaction between students and teachers. Availability means to take time for the learners’ needs o, to care about the odds of learning, the blockades, the motivation, the help needed and so forth. More generally, we can also speak about participating in the life of a child, which means to do everything for his/her wellbeing and future conditions. Entitlement means the professional right to do so and thus to be responsible for it.

    And finally, being part of a professional group means to adopt the standards and the duties of a professional union that officially cares for ethically grounded regulations. If we take this into account, there is no room for a separation of teaching as an effective act and responsibility within the frame of the profession. Things always go together but in different ways. Either both teaching and learning are effective and responsible, or teaching and learning are not effective but responsible, or they are effective and not responsible, and they can also be not effective and not responsible. We have to find out how we model these types for measuring two different qualities, effectiveness and responsibility. And we have to find out the intentions the teachers and the learners have for each of these possibilities. For it is possible that teaching and learning are effective but not responsible, but the intentions of the acting persons are good or vice versa, etc. As we know, an act is not in itself good or bad, but depends on the good or bad will to fulfil it. But what is “sustainable learning” and how are responsible teaching and sustainable learning connected? The latter concept means something like long-term effectiveness with respect to either environmental issues or personal and social wellbeing of human beings. Now, if learning is only additive (assimilative), it can of course be a short-term matter. But if learning is substantial, the term sustainability is redundant and superfluous at the core. For a substantial experience is always sustainable. On the other hand, a world in which only sustainable learning is demanded would be a world of too much intentionality and rigid barriers. We need short term and profound teaching and learning - or according to Piaget - both assimilation and accommodation. That is why in my opinion we should be talking about effective and responsible teaching/learning and not about sustainability and responsibility. Sustainability is responsibility. The term “effective and responsible teaching/learning” would prevent us from referring to vague metaphors with highly demanding aims, but guide us to clear and measurable concepts. Effectiveness and responsibility can be directed towards each other, both can be connected to good and bad intentions, and both can be clearly distinguished.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Wiel Veugelers University of Humanistic Studies / University of Amsterdam WHY SUSTAINABLE IS NOT SUSTAINABLE Let us talk moral and political In educational thinking and talking, I want to avoid the word theorizing, many concepts are used in an empty neutralised sense. I mean concepts like quality, effective, participation, responsible, sustainable, the good life, etc. Mostly people do not define these concepts, many people get a warm feeling of these concepts, and the concepts are easily used. Let us take the two concepts that were central at the EARLI conference 2013 in Munich as examples: responsible and sustainable. Sustainable is a concept originally entering science from life sciences. It referred to our natural environment; it was a ‘green’ concept. Sustainability was presented not as a neutral concept, but as a normative social change concept for a better world and future with a focus on nature.

    Crossover politics is an interesting social and cultural phenomenon. We see it in music, for example the Rolling Stones when in their early policy can be seen with concepts, I again have problems with calling it scientific concepts. The concept of sustainability has been introduced in educational studies. A good example is the book Sustainable Leadership by Hargreaves and Fink. Hargreaves and Fink argue for educational change that sustains and on making educational institutes sustainable. To a certain extent Hargreaves and Fink also have a kind of social and moral agenda. For example, they argue against competition between schools. Becoming successful in attracting students at the expense of weakening other schools is not in itself a sign of sustainability. They argue for a moral educational responsibility of school leaders for the whole community. But in general the work of Hargreaves and Fink is a crossover of morality and management in which the leadership dominates the moral.

    Here ends the first round of contributions to more closely investigate the layers of

    meaning “hidden” within the concepts of responsible teaching and sustainable

    learning, as well as to start exploring potential relationships between them. Karin,

    Martina, Dorit and I feel that the journey has only just begun. Taking the theme of the

    EARLI 2013 Conference in Munich and some of our experiences there as a starting

    point, our SIG 13 Community now has an opportunity go “back to the roots” of our very

    passion and expertise.

    Already at the outset – including seven voices – multiple and multi-faceted issues

    relating to responsible teaching and sustainable learning have been taken up and

    undergone critical scrutiny. Offering profound and contrasting views that move beyond

    obvious, sometimes shallow and easy-to-adopt notions of what responsibility and

    sustainability may mean in a globalised and economised world (where often quantified

    notions of output and outcome seem to be the hard currency of education) these

    voices are calling out to everybody who will listen. If we are going to join them, with

    the Verona symposium as a common starting point, we give ourselves the chance to

    add more voices and therefore more depth, breadth, and colour, to this crucial

    discussion. We have much to contribute to existing and not yet existing discourses on

    the moral and democratic dimensions of teaching and beyond, on all levels of the

    educational system, and including all people affected and concerned. So let us see

    what Verona brings, what we can initiate there.

    EVELINE GUTZWILLER-HELFENFINGER

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 Contributors to the discussion: Top row (left to right): Karin Heinrichs, Martina Nussbaumer, Dorit Alt Bottom row (left to right): Cees Klaassen, Jean-Luc Patry, Wiel Veugelers, Fritz Oser

    Announcements

    AERA 2014 Invited Symposium There is great news!! The EC has asked the SIGs for proposals for an Invited EARLI symposium at the AERA conference 2014 in Philadelphia. We have submitted a proposal and the SIG 13 proposal was chosen!!! It´s a great chance to present our work. Thank you Wiel for organizing and preparing the proposal and to all participants. We wish you a successful session and a fruitful conference in Philadelphia and are looking forward to hearing about your experiences. Moral Teaching and Learning and Cultural and Ethical Diversity

    Proposal of SIG 13, Moral and Democratic Education, for the EARLI invited slot at AERA 2014

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 Organizer and Chair:

    Wiel Veugelers University of Amsterdam, University of Humanistic Studies the

    Netherlands [email protected]

    Political Thinking and Morality in Different Cultures

    Fritz Oser University of Fribourg, Switzerland Horst Biedermann University of Flensburg, Germany

    The Interplay between Individual and Social Aspects in Children’s Beliefs about how to Resolve Contradictions

    Dimitris Pnevmatikos University of Western Macedonia, Greece Eirini Papadopoulou University of Western Macedonia, Greece

    Measuring Ethical and Intercultural Sensitivity of Teachers

    Kirsi Tirri University of Helsinki, Finland Inkeri Rissanen University of Helsinki, Finland

    Cultural Diversity, Valuing Differences, and Moral Development

    Wiel Veugelers University of Amsterdam / University of Humanistic Studies, the Netherlands

    Yvonne Leeman University of Humanistic Studies / Windesheim University of Professional Studies

    Discussants:

    Gaby Salomon University of Haifa, Israel Karin Heinrichs Goethe University of Frankfurt, Germany

    WIEL VEUGELERS

    Organising an EARLI ASC EARLI Advanced Study Colloquium (ASC) is a very good opportunity for SIGs to promote field-related cooperative (research) work among SIG members, see www.earli.org/asc. The call by EARLI unfortunately includes a deadline set before our meeting in Verona. So please, if any member of SIG 13 has a good idea and feels encouraged to organize an ASC, send a short message to me ([email protected]). Dorit Alt and I will try our best to support you!! Otherwise, we will discuss this issue in Verona in order to prepare a proposal for the next call. We think that SIG 13 could benefit from such an initiative!! Take Care

    KARIN HEINRICHS

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    My AME Experience Catherine Näpflin: “This year's AME conference was very special for me because it will probably be the last for a long time. Therefore I heard presentations from the most different subject areas which gave me inputs for my dissertation. For example the session about “Morality and Technology“ and “Moral Emotions”. The lecture by Nancy Eisenberg gave me an inside view on empathy-related responding. But one of the highlights was again the Kohlberg Memorial Lecture. This year with Tariq Modood who was talking about ethnicity and citizenship. The visit at the Chines Lantern Festival at the Montreal Botanical Garden was a wonderful conclusion. So, the AME conference for me is always a place to meet lovely "old" faces again, to exchange research findings or just to have a good time. All in all the AME in Montreal expanded my horizon not only geographically but also intellectually!”

    Wish for Cooperation and Exchange

    In January 2014, we had our yearly meeting of the Workgroup of German Speaking Moral Researchers in Hannover, Germany, where some of our SIG 13 members participate on a regular basis (Karin Heinrichs, Gerhard Minnameier, Brigitte Latzko, and Jean-Luc Patry, to mention a few). We had a special guest at the meeting, namely Dr. Yang Shaogang, a professor of psychology from the Guandong University of Foreign Studies. Dr. Shaogang was happy to participate and expressed a strong wish to be acquainted with other researchers in the field of moral and democratic education. He was excited to learn about EARLI SIG 13 and expressed a strong wish to learn more about our SIG and our activities. So, of course, he will receive our Newsletter from now on and will also be invited to join SIG 13 as a member. Moreover, Dr. Shaogang would very much like to welcome SIG 13 members at his University and would also love to host a meeting (e.g., a SIG 13 symposium). He asked me to spread the word and also give his contact details: Yang Shaogang, Ph.D. Professor of Psychology Guangdong Research Institute for International Strategies Guangdong University of Foreign Studies

    Address: No.2, Baiyun Dadao Bei, Guangzhou, 510420 P.R. China Email1: [email protected] Email2: [email protected]

    EVELINE GUTZWILLER-HELFENFINGER

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Three Questions to Bram Eidhof

    Why is moral and democratic education

    important? Education cannot be neutral. And our most cherished practices in interpersonal, public and political life are dependent on a solid foundation within individuals – a foundation that empowers individuals and groups alike and enables us to develop and maintain moral and democratic values, while offering possibilities for critical reflection and change of practices. In addition, providing moral and democratic education also allows for reduction of existing inequalities, by providing every young citizen a decent base level of democratic competence.

    Why are you engaged in SIG 13? It was at the EARLI 2013 that I first met the SIG 13 community in person. To me, the SIG 13 is a

    welcoming and stimulating collective of researchers, offering fruitful opportunities for discussion and sharpening of each other’s minds.

    How do you want the SIG 13 community to develop?

    What would be great for us, in my opinion, is to move beyond old discussions that have entrenched many in one side or another, such as the qualitative vs. quantitative methodology discussion. Rather, I’d like to see more systematic discussions on models of behavior and development, and precise demarcations of what works for moral and democratic development in which context, so that we can truly build upon each other’s work.

    PROFESSIONAL FILE

    Who: Bram Eidhof Email: [email protected] Homepage: www.uva.nl/profiel/b.b.f.eidhof Title/profession: PhD Candidate

    Institution: Institute of Child Development and Education, University of Amsterdam Country: The Netherlands Present research interest: Citizenship and normativity, citizenship and school effectiveness, individual models of citizenship behaviour and development.

    PERSONAL FILE

    Hidden talents: Squash (feel free to challenge me for a game during a conference)

    Listen to: Miles Davis

    My (not any more) secret bolthole: Berlin

    Favourite (non-scientific) book: Zen and the Art of Motorcycle Maintenance

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    SIG 13 Symposium in Verona – Special Section

    Verona in Winter…

    Moral Education for a Democratic Citizenship

    25-28th June 2014

    Department of Philosophy, Education and Psychology University of Verona, Italy

    www.sig13-verona.it

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    http://www.sig13-verona.it/

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Keynote Speakers

    Do you have any agenda items for the SIG 14 Business Meeting in

    Verona?

    Please send them to Karin Heinrichs ([email protected]) or Dorit Alt ([email protected]). You may also announce them at the beginning of the meeting.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Conference Venue

    Registration Fees

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Arena and Opera

    Three Questions to Jessica Bertolani You are a member of the scientific committee of the SIG 13 Symposium in Verona. Can you tell us something about your academical background? I am a Research Associate at the Department of Philosophy, Education and Psychology – University of Verona – where I am affiliated to CRED (Research Centre in Education and Didactics). I am an Adjunct Professor at the School of Education (University of Massachusetts, Amherst) and a member of the Center for School Counseling Outcome Research & Evaluation (CSCORE, UMass), with which I have been collaborating actively since 2008. I earned my Ph.D (2009) in Educational Counseling from the University of Verona, where I am the Coordinator of the Master program in school counseling.

    In 2008 I was a Visiting Scholar at the University of Massachusetts, where I conducted a qualitative research to understand the role and functions of school counselors in US schools. My research interests include research-based school counseling and its applications in different contexts.

    Why is moral and democratic education important?

    Schools are powerful places where children learn to become people--people who work; play; help others; hurt others; show courage; overcome adversity; feel shame; hide from challenges; persevere; give up; rebound from disappointment; and, thrive. The goal of schooling should be to prepare students for full participation in a constantly changing democratic society.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    What is your vision for moral and democratic education in the 21st century?

    Schooling needs to attend to a wide range of types of student learning (e.g. ethical, social, moral, personal, affective, self-understanding, self-direction, social skills) in addition to academic learning and help students develop the love of learning and the capacity to create new knowledge that are necessary to be active participants in an evolving society.

    In order to be effective, schools need to engaged in both helping students acquire academic skills and knowledge and helping students develop the knowledge, skills, attitudes, beliefs and habits of mind that enable them to profit maximally from their instructional opportunities and experiences, direct their own learning and lives, maintain meaningful work and personal relationships, and contribute to the improvements of their communities and society.

    PROFESSIONAL FILE Who: Jessica Bertolani

    Email: [email protected]

    Homepage: www.dfpp.univr.it/?ent=persona&id=3657&lang=en

    Title/profession: Research Associate

    Institution: University of Verona

    Country: Italy

    Present research interest: cross-cultural school counseling, self-directed learning skills

    PERSONAL FILE

    Hidden talents: Singing Listen to: A lot of music! My (not any more) secret bolthole: Ponte Pietra Favourite (non-scientific) book: The Alchemist, Paulo Coelho

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Lake Garda

    Three Questions to Giorgio Erle You are a member of the scientific committee of the SIG 13 Symposium in Verona. Can you tell us something about your academical background? I graduated summa cum laude in Philosophy at the University of Padua in 1993. Two years later I was awarded a University of Padua Scholarship for specialization studies at the University of Cologne, Germany and in 1997 a “Tor Vergata” University of Rome Scholarship for Doctorate attendance. I earned my PhD in Philosophy in 2000 in Rome. In 2002 I won an open competition at the University of Verona for a Research post, in the field of Moral Philosophy. At present I am an Assistant Professor of Moral Philosophy at the University of Verona. From 2005 to 2007 I was, and I currently am again leader of one of my University's research units in two different Italian Ministerial Interuniversity Research Programmes. In my path I've been focusing on the perspective of German modern philosophy grasping the relationship between nature and ethics, particularly referring to issues such as the connection between harmony and dissonance, cosmology and law, truthfulness and benevolence and, currently, the body/mind problem. This is not only a theoretical point of view on physis and ethos, but also and most of all a way of taking care of our world, of people and, more generally, of living beings.

    Why is moral and democratic education important?

    A free democratic community is a living community drawn from the very many paths of life, that is a community in which everybody can and should take part and contribute by developing and enhancing talents, abilities and skills of his/her own. The mutual respect for duties and rights in such a living community is only possible attesting and sharing the ethical meaning of the spirit of harmony through the uniqueness of every human being.

    What is your vision for moral and democratic education in the 21st century?

    I think that a “Socratic” way of understanding the polis is still fundamental and current: We need to find out and share together with young people the meaning of “right” and “righteousness”, of course not only in terms of definition, but also in terms of moral life. Furthermore, we need to consider that ours is a century of global and cross-cultural relationships. On the one hand, this makes recognition and respect more important than ever, avoiding any kind of discrimination and taking advantage of differences for the common good; on the other

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    hand, this should move us to show to our young people that we understand our planet as a living whole: seen from space the blue dot, our Earth is actually our Home planet, not any longer just a

    matter of science fiction, but much more a present matter of cultural and everyone's personal becoming. There is a growing need for cooperation and acknowledgement of the contribution of every human being.

    PROFESSIONAL FILE Who: Giorgio Erle

    Email: [email protected]

    Title/profession: Assistant Professor

    Institution: University of Verona

    Country: Italy

    Present research interest: Moral Philosophy and Philosophy of Medicine with respect to the body/mind problem

    PERSONAL FILE

    Hidden talents: Cooking risotto with porcini mushrooms Listen to: Pau Casals playing Bach's Cello-Suites My (not any more) secret bolthole: The path in Maregge, on the Lessini Mountains near Verona Favourite (non-scientific) book: El Aleph by J.L. Borges

    Upcoming Elections Who would like to be the next SIG 13 Coordinator? Do you know a suitable person who would like to engage in EARLI SIG 13? We will discuss

    this issue during the business meeting in Verona. So please feel free to look for candidates or – if you want to be the next coordinator – write an email to Karin Heinrichs ([email protected]).

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 Who would like to be the next SIG 13 Newsletter Editor? Do you know a suitable person who would like to engage in EARLI SIG 13? We will discuss

    this issue during the business meeting in Verona. So please feel free to look for candidates or – if you want to be the next coordinator – write an email to Eveline Gutzwiller ([email protected]).

    Announcing the SIG 13 Facebook Group

    Hello World! I would like to introduce myself to you: I am Martina Nussbaumer SIG 13 member since 2010 and I am the „new“ JURE-Coordinator of our SIG. It is a pleasure and honour for me to become the next SIG 13 JURE coordinator and at that point I would like to thank you most sincerely for your votes! I am holding a Bachelor’s degree in pedagogy and a Master’s degree in educational science. Currently I am working as a scientific assistant at the University of Salzburg in a research project, which is called Values and Knowledge Education (VaKE): Applied Theories. Beside the project I am also writing my doctoral thesis focusing on the teacher’s role in VaKE.

    As I already mentioned in the previous interview in the last newsletter (Spring/Summer 2013) I have plenty of ideas of new activities within my position. It is an intention of mine to get the SIG 13 JURE members more associated and that the scientific exchange will be improved. One of the first ideas I have already realised: A Facebook group for all of our SIG 13 members and especially the JURE members. With that Facebook group I would like to associate the members and there is also the possibility for them to get to know each other and to collaborate. You are all welcome and invited!!

    So please join our group „Moral and Democratic Education (SIG 13 of EARLI)“ on Facebook via this link: https://www.facebook.com/groups/236209829879152/ You only have to log into Facebook (if you already have an account, if not you are able to create one easily - please follow the instructions on Facebook), click on the link https://www.facebook.com/groups/236209829879152/ and then click on the righten side on „join group“ (cf. picture). If you got accepted as a member (I have to enable you) then you are able to navigate through the content of the SIG 13 Facebook group.

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    https://www.facebook.com/groups/236209829879152/https://www.facebook.com/groups/236209829879152/

  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    Join our group on Facebook!

    This is our welcome page in the Facebook group!

    So hopefully you got curious about this group and will join it, have a look around; and of course you are welcome to add your comments and contribute. I would also like to mention that the SIG 13 Facebook group is a „closed group“; this means that the group is visible for other Facebook users, but the content could only be read by members of

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12 the SIG 13 Facebook group. If you have any questions for joining the group or any problems in joining the group please do not hesitate to contact me via [email protected] Hopefully we will meet virtually in the Facebook group and personally during upcoming conferences. All the Best

    MARTINA JURE COORDINATOR

    Guidelines for Authors SIG 13 Members are warmly encouraged to submit texts and other contributions to the SIG 13 Newsletter. This newsletter is intended to be a service for the members – an opportunity to learn and to gain from other people’s experiences. By submitting contributions to the newsletter, each author is assumed to fully accept the guidelines below. However, these guidelines are not set in stone: readers are cordially invited to suggest improvements. Please send any suggested changes for the better to the editor ([email protected]). Formats SIG 13 Newsletter welcomes contributions in varying formats, for example:

    Reports can consist of short summaries from meetings or other events of interest to the SIG 13 community.

    The Notice Board consists of short announcements where notices will be published under categories (and subheadings) such as Forthcoming meetings (including conferences, workshops, summer schools etc), Publications, etc.

    Articles that enable the authors to develop and explore a line of argument of interest to the readership.

    Language and Manuscript Many of us have first languages other than English. Even so, in the newsletter we will stick to English as our good old lingua franca.

    Contributions should be submitted electronically to the editor ([email protected]). Send your contributions as an attachment to an e-mail.

    Please use Word-files for text (doc suffix). Photos, tables, illustrations or other figures can be submitted as jpg, eps, or Photoshop files.

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  • Newsletter from EARLI SIG 13 Moral and Democratic Education – Issue # 12

    The author’s identity and e-mail address must be provided on the top of the first manuscript page. Below that, please add the following sentence: “This manuscript does not interfere with any third party’s copyright.”

    Manuscripts for the Notice Board should be short, and each announcement should not exceed 150 words.

    Manuscripts for reports should not exceed 500 words, and should not include an abstract or bibliography.

    Manuscripts for articles should not exceed 2500 words, including references and abstract. Abstracts should not exceed 100 words. Footnotes should be avoided. Please use APA style (sixth edition) for references.

    Copyright and Legal Matters SIG 13 Newsletter supports the authors’ legal rights to their own works. This means that the copyright will stay with the author and it will not be transferred to the SIG 13 Newsletter. Consequently, the author has full legal responsibility with regard to texts, figures, photos, or other contributions that are published in the newsletter.

    The individual authors retain the copyright to their work. The newsletter editor will not publish anonymous contributions. Make sure that your contribution does not contain any copyrighted material that

    belongs to someone else (third party). Please contact the editor if you are at all uncertain about the copyright of your

    contribution to the SIG 13 Newsletter.

    EVELINE GUTZWILLER-HELFENFINGER

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