Leveraging Change by Learning to Work with the Wisdom in the Room: Educating for Responsibility as a Collaborative Learning Model

Ross McDonald ()

Journal of Business Ethics, 2015, vol. 131, issue 3, 518 pages

Abstract: When I think of the single change that would most successfully transform our teaching practice and leverage truly significant benefits, it would be to bring much more of what learners already know into the classroom so that it can be shared, examined, refined and improved. At present, it would seem that the majority mode of teaching in the areas of ethics and social responsibility does a rather poor job of this, tending instead towards silencing the wisdom that is in the room in order that external perspectives can be more easily “instilled”. From many years of experimenting with a wide variety of approaches to teaching the subject, I find this to be deeply suboptimal and would seriously suggest that we ought to shift our practices in ways that make learners’ perspectives our primary material of interest. Copyright Springer Science+Business Media Dordrecht 2015

Keywords: Teaching ethics; Social responsibility; Collaborative learning; Student centred learning; Student empowerment; The future of education (search for similar items in EconPapers)
Date: 2015
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DOI: 10.1007/s10551-014-2477-0

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