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TEACHING AS A MORAL ACT: SIMONE WEIL'S LIMINALITY AS AN ADDITION TO THE MORAL CONVERSATION IN EDUCATION
Title
TEACHING AS A MORAL ACT: SIMONE WEIL'S LIMINALITY AS AN ADDITION TO THE MORAL CONVERSATION IN EDUCATION.
Creator
Bowden, MaryZoe, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
We are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral...
Show moreWe are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral agent, given an environment that is either vacuous of or even hostile toward the moral vector implicit in education. The following questions are considered: 1) Does education today have a moral end? 2) What should that moral end be? 3) What should the educator's role be in said education? 4) Has education historically served as a moral endeavor? 5) And finally, how much should a teacher with a specific religious basis for her morals allow that to affect her role as moral agent in a secular setting? In order to respond to these questions, an historical review of how teachers were traditionally expected to serve as moral agents was undertaken, as were a review of contemporary research on moral education and a consideration of numerous philosophers' perspectives. Simone Weil, a French philosopher and teacher, is looked to as an example of a woman who lived her life with a core set of beliefs that led her to both push boundaries and yet remain in a liminal space that allowed her to remain open to others' values and needs. Weil's liminal approach to life is explored in combination with MacIntyre's call to found a morality on virtues based on a teleological view of man. Ultimately it is suggested that the educator with a deep sense of faith must both strive to function in the liminality Weil represented, and to root herself deeply in her own faith, from which she will gain the strength to live within the necessary tension evoked by teaching in a secular institution.
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Date Issued
2009
Identifier
CFE0002898, ucf:48044
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002898
Examining presence and influence of linguistic characteristics in the Twitter discourse surrounding the women's right to drive movement in Saudi Arabia
Title
Examining presence and influence of linguistic characteristics in the Twitter discourse surrounding the women's right to drive movement in Saudi Arabia.
Creator
Sahly, Abdulsamad, Kinnally, William, Neuberger, Lindsay, Miller, Ann, University of Central Florida
Abstract / Description
Social media platforms like Facebook and Twitter have been popular tools for social and political movements in non-democratic societies in which traditional media outlets are under government control. Activists in Saudi Arabia, particularly women, have launched several campaigns through social media to demand the right to drive for women. This study used framing theory as the foundation for looking at the degree to which cognitive, emotion, and religious or moral language has been used to...
Show moreSocial media platforms like Facebook and Twitter have been popular tools for social and political movements in non-democratic societies in which traditional media outlets are under government control. Activists in Saudi Arabia, particularly women, have launched several campaigns through social media to demand the right to drive for women. This study used framing theory as the foundation for looking at the degree to which cognitive, emotion, and religious or moral language has been used to frame discussion of this issue on Twitter. Additionally, this study observed the relationship between these linguistic attributes in Twitter and retweeting behavior to understand the characteristics of the discourse that relate to the potential influence of the message. The results suggested that, within the sociopolitical discussion in social media, cognitive language was expressed the most often, particularly insight and causation language. The results also suggested that tweets containing cognitive language are more likely to be retweeted than those with emotion language. However, among the components of cognitive and emotion language, anger was the strongest specific predictor of retweeting behavior. The implications of the presence of linguistic attributes and their relationship to retweeting behavior and suggestions for future communication research within the context of social and political movements are discussed.
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Date Issued
2016
Identifier
CFE0006386, ucf:51535
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006386