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Reflections on learner autonomy in bioethics education Mary Ann Chen Ng Philippines.

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Presentation on theme: "Reflections on learner autonomy in bioethics education Mary Ann Chen Ng Philippines."— Presentation transcript:

1 Reflections on learner autonomy in bioethics education Mary Ann Chen Ng Philippines

2 Outline Some principles of bioethics that affect learning from the viewpoint of the learner Learner autonomy and authority Authentic and holistic bioethical learning

3 Value Systems Science : values are presupposed essence is research Ideology: values are openly declared essence is belief

4 Real World Comments How can ethical theory be possible? People have different ways of arriving at ethical behavior, there can be no theory. Unlike in sciences, where theory reflects fundamental truth in life. – Scientist How can you call that an academic paper when it has no empirical, first-hand data? That would only be considered as an essay in my field. – Anthropologist Your work is sloppy. It only has empirical data that mean nothing compared to philosophical reflection. – Philosopher Leave bioethics to the hands of the priests. – Dean of a Jesuit university That sounds like a religious cult. - Businessman

5 Scientific Revolutions Successful paradigm Questioning of prevailing theory Fall of the existing paradigm A novel theory is put together

6 Pedagogical Strategy Understanding of various theories Unique and carefully thought out Integrated understanding of bioethical principles Cautious, enlightened, flexible and eclectic Learner autonomy

7 Learning Acquiring or getting of knowledge of a subject or a skill by study, experience or instruction Relatively permanent change in a behavioral tendency and is the result of reinforced practice. – Kimble and Garmezy, 1963

8 Learner Success Competence: underlying knowledge of a system, event or fact, non-observable, idealized ability to perform something. Performance: overtly observable, concrete manifestation or realization of competence

9 Levels of learner autonomy Individualized instruction Self-direction Self-access materials and learning Autonomy

10 Carl Rogers, 1951 Development of a fully functioning person From teaching to learning Goal of education is to facilitate change Teachers as facilitators Real and genuine teachers Genuine trust, respect, acceptance of learners Communication and empathy

11 Teaching bioethics Guiding and facilitating learning Understanding of the learner Point of view and philosophy Pedagogical theory

12 Conclusion The concept of the development of an ethical and autonomous learner in a bioethics class is inherently integrated with the personhood of the people involved in the learning process. The nature of bioethics enhances the learner to become a more ethical person in real life. One of the most important goals of bioethics education is to contribute to the learners holistic and authentic development as a person.

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