Information Ethics Education for a Multicultural World

How can we prepare information systems students to face the ethical challenges of a globalized world? This paper describes a three-step approach for addressing these challenges. First, we have designed undergraduate and graduate information ethics courses that expand the range of learning of ethical theories beyond the traditional Western canon to include a wide spectrum of non-Western and feminist theories. Second, we have designed interactive cases for this course that adopt a collaborative learning approach where students work together in small groups by playing different roles that make interdependent decisions. Third, we deliver these cases via an educational simulation, making the approach scalable and transferable to other institutions across the country and around the world. The data for this study includes textual answers from end-of-semester questionnaires completed by 101 undergraduate and graduate students during four information ethics courses that included use of the simulation. Data was analyzed using thematic analysis, focusing on the multicultural and global dimensions of student learning. Five themes emerged from data collected in the four courses: Learning about a Diverse Range of Ethical Theories; Learning about how Ethical Theories are Related to Culture and Values; Relating International and Multicultural Dimensions to Understanding Oneself; Relating International and Multicultural Dimensions to Understanding Others; and Understanding the Role of Ethics and Culture in Information Systems Design and Use. Based on these results, the three-step approach developed in this study can be implemented across the country and around the world to ensure that students are prepared for the ethical challenges of a globalized world

Religious education in two secular multicultural societies. The Turkish and Dutch case compared

In this paper we present in the first section the historical antecedents of the Turkish and Dutch educational system regarding religion(s) in education. In the second section we will outline the different approaches in religious education in both countries. In the third section the focus is on the relationship between state and church. In the fourth section the issue is how in both countries curricula and textbooks for religious education are constructed, checked and approved. Finally, we will summarize the most remarkable points of comparison between the Dutch and the Turkish case regarding religion(s) in education. © 2011 Published by Elsevier Ltd

Ellipses : Cultural Reflexivity in Transactional Analysis Supervision

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Teaching Culturally Sensitive Care to Dental Students: A Multidisciplinary Approach

Dental schools must prepare future dentists to deliver culturally sensitive care to diverse patient populations, but there is little agreement on how best to teach these skills to students. This article examines this question by exploring the historical and theoretical foundations of this area of education in dentistry, analyzes what is needed for students to learn to provide culturally sensitive care in a dental setting, and identifies the discipline-specific skills students must master to develop this competence. The problems associated with single-discipline, lecture-based approaches to teaching culturally sensitive care are outlined, and the advantages of an interdisciplinary, patient-centered, skills-based approach to teaching culturally sensitive care are described. The authors advocate for an approach to teaching culturally sensitive care that builds upon learning in the behavioral sciences, ethics, and public health. Component skills and perspectives offered by each of these curriculum areas are identified, and their contributions to the teaching of culturally sensitive care are described. Finally, the need to consider the timing of this instruction in the dental curriculum is examined, along with instructional advantages associated with an approach that is shared by faculty across the curriculum