View in EDS HTML Full Text PDF Full Text

Case‐Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders.

Saved in:
Bibliographic Details
Title: Case‐Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders.
Authors: Vazquez, Michael (AUTHOR), Webster, Dustin (AUTHOR)
Source: Educational Theory. Aug2024, Vol. 74 Issue 4, p492-511. 20p.
Subjects: Career development, Education ethics, Ethics education, Educators, Ethics, Teacher development
Abstract: In this paper Michael Vazquez and Dustin Webster consider the practice of deliberating about ethical case studies as a means to contribute to the professional development of educators. An ongoing debate is whether or not the study of ethical theory should be included in this practice. Vazquez and Webster argue that a popular strategy, known as the Phronetic Approach, is vulnerable to what they call "epistemic blinders" that arise in the absence of the scaffolding provided by theory. They then sketch an alternative approach to case‐based reasoning inspired by Barbara Herman's notion of middle theory. The middle theory approach naturally suggests a balanced method for using case studies in teacher professional development: expose educators to some theory, but only to the degree and at the level appropriate for the specific audience and in light of how frequent interactions with that audience will be. [ABSTRACT FROM AUTHOR]
Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 179878246
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Case‐Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Vazquez%2C+Michael%22">Vazquez, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Webster%2C+Dustin%22">Webster, Dustin</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Theory%22">Educational Theory</searchLink>. Aug2024, Vol. 74 Issue 4, p492-511. 20p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Education+ethics%22">Education ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics+education%22">Ethics education</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this paper Michael Vazquez and Dustin Webster consider the practice of deliberating about ethical case studies as a means to contribute to the professional development of educators. An ongoing debate is whether or not the study of ethical theory should be included in this practice. Vazquez and Webster argue that a popular strategy, known as the Phronetic Approach, is vulnerable to what they call "epistemic blinders" that arise in the absence of the scaffolding provided by theory. They then sketch an alternative approach to case‐based reasoning inspired by Barbara Herman's notion of middle theory. The middle theory approach naturally suggests a balanced method for using case studies in teacher professional development: expose educators to some theory, but only to the degree and at the level appropriate for the specific audience and in light of how frequent interactions with that audience will be. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=179878246
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/edth.12656
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 492
    Subjects:
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Education ethics
        Type: general
      – SubjectFull: Ethics education
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Teacher development
        Type: general
    Titles:
      – TitleFull: Case‐Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Vazquez, Michael
      – PersonEntity:
          Name:
            NameFull: Webster, Dustin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00132004
          Numbering:
            – Type: volume
              Value: 74
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational Theory
              Type: main
ResultId 1