User:Vtaylor/Learning
Schools are communities of learning, not simply delivery systems for academic content. Students learn through dialogue, debate, collaboration, disagreement, and shared intellectual experiences.
Ethics, rooted in personal conscience and values, don't lead to external punishment but may bring consequences like a damaged reputation or community sanctions. Ethics govern group behavior, while morals are more individualistic, tied to personal beliefs (such as religion). Laws are crafted with generally accepted ethics as their guiding principles, providing clarity within their jurisdiction.
2026.7 . Critical thinking - SCORE client
ERAU HUMN 430 Aviation & Ethics / Gemini . Here is a brief overview of the three major normative ethical frameworks frequently examined in academic and professional ethics:
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- 1. Utilitarianism (Consequentialism)
- **Core Idea:** An action is morally right if it produces the greatest good (or utility) for the greatest number of people.
- **Key Focus:** **Outcomes and Consequences.**
- **How Decisions Are Made:** Utilitarianism evaluates actions by calculating their net impact. If the overall benefits, happiness, or well-being outweigh the harm or cost to everyone involved, the action is considered ethical.
- **Key Thinkers:** Jeremy Bentham, John Stuart Mill.
- **Example Application:** Choosing a policy or decision that causes short-term inconvenience to a few individuals because it prevents a significant disaster or hazard for an entire group.
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- 2. Deontology (Duty-Based Ethics)
- **Core Idea:** Morality is defined by adherence to objective rules, duties, and principles, regardless of the consequences.
- **Key Focus:** **Duties, Rules, and Obligations.**
- **How Decisions Are Made:** An action is inherently right or wrong in itself. Actions like lying, cheating, or breaking a commitment are viewed as wrong, even if doing so might lead to a better outcome in a specific scenario.
- **Key Thinkers:** Immanuel Kant.
- **Example Application:** Following strict safety regulations or professional codes of conduct strictly because it is your duty to obey the rules, regardless of whether bypassing them would save time or money.
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- 3. Virtue Ethics
- **Core Idea:** Morality is rooted in the character, virtues, and moral judgment of the individual taking the action, rather than in specific rules or outcome calculations.
- **Key Focus:** **Moral Character and Practical Wisdom (*Phronesis*).**
- **How Decisions Are Made:** Instead of asking "What rule should I follow?" or "What outcome will this produce?", Virtue Ethics asks, *"What would a virtuous, principled person do in this situation?"* It emphasizes developing character traits like integrity, honesty, courage, and fairness over time.
- **Key Thinkers:** Aristotle.
- **Example Application:** Making a transparent decision during a complex dilemma because honesty and integrity are fundamental personal values, not simply because a rule requires it or because it guarantees a favorable result.
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- Quick Comparison Matrix
| Framework | Primary Question | Basis for Morality | | --- | --- | --- | | **Utilitarianism** | What choice brings the best overall result? | **Consequences** | | **Deontology** | What is my obligation or duty to do? | **Rules & Principles** | | **Virtue Ethics** | What character traits am I demonstrating? | **Personal Character** |
2026.6 core loop: you watch an expert and hear their reasoning (model), you attempt it yourself at the edge of your ability (attempt), you get specific feedback on the gap (feedback), and take on progressively harder work as the support recedes (stretch, then fade).
2026.5 AI and learning Gemini suggested activities NotebookLM example
2026.4
Why is a course the right answer here, rather than a job aid, a checklist, a community, a workflow change, or nothing?”
Three sub-questions that force the issue:
→ Is this a knowing problem or a doing problem? → Is the gap motivation, capability, or environment? → What’s the lightest thing that could close it?
If “course” survives those three questions, go ahead. If it doesn’t, design something else first.
"Educators can foster a more robust and flexible learning environment by emphasizing critical thinking, self-regulation, and meaningful engagement with content." [https://www.downes.ca/post/77973 via Downes}
aspire toward a system of society and learning where each person is able to rise to his or her fullest potential ... --Stephen Downes
learning . Lectric Library Learning
literacies learning literacies 6 -its - find protect use share create share
2025.3.18 file:///Users/valerie/Downloads/education-15-00365.pdf . knowledge, skills, and understandings (KSUs)
2024.5.15 https://www.downes.ca/post/76590
. talk about for twenty minutes simply by organizing and presenting my thoughts on the topic. Do a 'quick three' - past, present or future; my view, your view, synthesis; etc. For each six minute segment, build the case - something concrete, something general, a conclusion to be drawn (or: an odd phenomenon, a general principle, an explanation to be given). Each of these is only two minutes, and you'll be pressed for time to make the point, but try: a couple points of reference or evidence, and the point is made. Anyone can do this about anything - if they've learned how.
2023.7.19 inquiry-based learning - orientation conceptualization investigation conclusion .. confirmation inquiry . structured inquiry . guided inquiry . open / true inquiry
2023.1 Learning to learn – many students, even in higher ed, really don’t know how to learn. Most were never formally taught or practice learning skills. Sad to say that many successful students were able to do as they were told or were personally able to acquire learning skills from family – parents, siblings, community organizations, tutors and in rare cases from school as part of the curriculum or from a concerned teacher to recognized the need for explicit instruction in learning to learn. Lectric Library Learning 23.4
