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Blurring the Lines between Imitation and Emulation in Moral Development
No full textThis article investigates the roles of imitation and emulation in the development of virtue by questioning the way these learning mechanisms are distinguished in the literature. Conventional views distinguish a deliberate kind of emulation, necessary for the acquisition of practical wisdom and virtue, from the unconscious and automatic imitation of virtuous actions. In this article, this binary is challenged through an analysis of two (autobiographical) novels by the French author Edouard Louis. Eddy, the main character in both novels, adopts behaviours from his friends and teachers on purpose, driven by personal goals rather than the models’ virtuous motives. The novels help us to imagine a new category of moral learning, called ‘deliberate imitation’: it is goal-driven but not fully aligned with the virtuous intentions of the role models. This type of imitation blurs the distinction between imitation and emulation and may serve as a transitional phase. The article ends with a discussion of the implications this type of imitation may have for moral education. It is suggested that teachers may have less control over which of their actions students take to be exemplary and which ones not
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Leraren met karakter: een deugdenbenadering van de beroepsethiek van de leraar
No full textEen goede docent is vakinhoudelijk deskundig en didactisch vaardig. Maar hij heeft ook een morele taak: eraan bijdragen dat kinderen en jongeren als mens kunnen floreren. Of die vorming slaagt, hangt mede af van het karakter van de leraar.
Dat roept spannende vragen op. Kunnen we het karakter van de leraar professionaliseren? Welke karaktereigenschappen verwachten we van een voorbeeldige docent? Hoe kan de lerarenopleiding het beste bijdragen aan de vorming van ‘leraren met karakter’?
Beroepsethiek schrijft geen dwingende regels voor, maar stimuleert leraren(opleiders) om samen systematisch over deze vragen na te denken en didactiek te ontwikkelen, waardoor onderwijs aan morele kwaliteit wint
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