Skikkethetsveiledning av studenter med krenkende atferd – et moralfilosofisk blikk på samhandling
According to Norwegian regulations relating to universities and university colleges (2024) § 7-3, there are twelve criteria for assessing whether a student is unfit for the teaching profession. This article investigates challenges related to the pedagogical leadership and guidance of students about whom questions are raised according to section 3e: “[T]he student has threatening or offending behaviour in the study situation or towards those with whom the student will come into contact during practical training or in their future professional career.” In a multicultural society where people have different values and attitudes, it is sometimes unclear where the line lies between freedom of expression and offending statements. In this context, pedagogical leadership and guidance of students will entail applying humanistic values on two levels. Humanistic values will be important in the encounter with the student in the pedagogical guidance situation, but the pedagogical leadership and guidance will also entail a moral judgment of the student’s behaviour. The article investigates pressure dimensions and ethical challenges in the pedagogical leadership and guidance, and the research question is whether moral philosophy can contribute to raising awareness of pressure dimensions in the pedagogical leadership and guidance of students with offending behaviour. Theory of pressure dimensions as described in the first part of this anthology, has been used, as well as Geir Afdal’s (2011) analysis and theory of guidance as moral activity. The main finding is that by analyzing the complexity related to pedagogical leadership and guidance in ethical issues, it can be ascertained whether some values in practice trump others, and in that way reveal pressure dimensions. Keywords: suitability assessment in higher education, moral philosophy, interaction, pressure, pedagogical leadership and guidance
Publisert i 2024
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