Sustainable Societal Peace through the Integration of Bioethics Principles and Value-Based Education

We live in a world where hatred and conflicts divide individuals, society, and countries. Although all faith systems and school curriculums emphasize some degree of peaceful co-existence, love, and compassion, the real-world situation is indeed abysmal. How can a naturalistic and altruistic logic of bioethics enhance divine and human-centric values in enabling social cohesion? As such, this paper proposes the integration of bioethics and value-based education principles into the education curriculum to help mitigate social conflicts and promote harmony in society. By employing conceptual and theoretical reviews, the paper attempts to shed light on how these principles can help to mitigate hatred and conflicts in society. Further, through matrix analysis, the study shows the relationships between the four main bioethics principles, respect for autonomy, non-maleficence, beneficence, and justice, and the values expounded in value-based education. The study finds that by integrating bioethics principles into value-based education, learners are able to internalize the values of social cohesion and tolerance, and reflect these values in their learning experiences. Bioethics principles amplify the expressions of values promoted in value-based education, and this, in turn, motivates the learners to change from social conflict behaviors to social cohesion aptitude while dealing with others in society. Social cohesion enables individuals and groups to develop social bonds and societal peace ownership.

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Where the action could be: Speakers look at graspable objects and meaningful scene regions when describing potential actions

10.31234/osf.io/6uep5 ◽

2019 ◽

Author(s):

Gwendolyn L Rehrig ◽

Candace Elise Peacock ◽

Taylor Hayes ◽

Fernanda Ferreira ◽

John M. Henderson

Keyword(s):

Visual Attention ◽

Real World ◽

Language Production ◽

Native English Speakers ◽

English Speakers ◽

Linguistic Processing ◽

General Meaning ◽

New Evidence ◽

Shed Light ◽

Better Than

The world is visually complex, yet we can efficiently describe it by extracting the information that is most relevant to convey. How do the properties of real-world scenes help us decide where to look and what to say? Image salience has been the dominant explanation for what drives visual attention and production as we describe displays, but new evidence shows scene meaning predicts attention better than image salience. Here we investigated the relevance of one aspect of meaning, graspability (the grasping interactions objects in the scene afford), given that affordances have been implicated in both visual and linguistic processing. We quantified image salience, meaning, and graspability for real-world scenes. In three eyetracking experiments, native English speakers described possible actions that could be carried out in a scene. We hypothesized that graspability would preferentially guide attention due to its task-relevance. In two experiments using stimuli from a previous study, meaning explained visual attention better than graspability or salience did, and graspability explained attention better than salience. In a third experiment we quantified image salience, meaning, graspability, and reach-weighted graspability for scenes that depicted reachable spaces containing graspable objects. Graspability and meaning explained attention equally well in the third experiment, and both explained attention better than salience. We conclude that speakers use object graspability to allocate attention to plan descriptions when scenes depict graspable objects within reach, and otherwise rely more on general meaning. The results shed light on what aspects of meaning guide attention during scene viewing in language production tasks.

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Chile’s Citizenship Education Curriculum: Priorities and Silences Through Two Decades

Encounters in Theory and History of Education ◽

10.24908/encounters.v22i0.14991 ◽

2021 ◽

Vol 22 ◽

Author(s):

Cristián Cox ◽

Carolina Garcia

Keyword(s):

Political Culture ◽

Latin American ◽

Social Cohesion ◽

Citizenship Education ◽

Common Good ◽

Education Curriculum ◽

Cultural Changes ◽

Democratic Culture ◽

The Common ◽

Latin American Countries

The article examines the evolution of the citizenship education curriculum in Chilean secondary education over last two decades from the perspective of the relevance of its contents for a democratic culture. The evidence and its analysis show the variations observed in the curricula are not related so much to the ideology of the governments that enact them as to socio-cultural changes of a macro nature, such as the growing emphasis on rights and participation. The analysis confirms some deficits common to the curricula, which have implications for the development of the democratic political culture in Chile. Among these are the scarce or null presence of the values of solidarity, the common good, and social cohesion, as well as a paradox of quasi-silence about voting, common in the curricula of Latin American countries and which is contrasted with the treatment of voting in the curricula of France and England.

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Simulation to Enhance Interactivity in E-Learning

Interactivity in E-Learning - Advances in Game-Based Learning ◽

10.4018/978-1-61350-441-3.ch003 ◽

2012 ◽

pp. 51-81 ◽

Cited By ~ 1

Author(s):

Ann Leslie Claesson ◽

Felicity Pearson ◽

Jesse Rosel

Keyword(s):

Public Service ◽

Real World ◽

Service Leadership ◽

Rich Media ◽

E Learning ◽

Media Experience ◽

Real World Situation ◽

University Setting

This chapter explores how rich media can be used in these three types of applications using the Riverbend City Simulation project for Capella’s School of Public Service Leadership as a case study example. Riverbend City is a scenario-based simulation that provides a multidisciplinary, rich media experience to learners in an online, asynchronous university setting. The simulation provides real-world scenarios where student skills and knowledge can be applied and tested on specific subjects. The ultimate goal of the project is to empower learners to envision their ability to combine collaboration and leadership when working with multiple disciplines in a real-world situation.

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A Policy Game in a Virtual World

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch401 ◽

2011 ◽

pp. 910-927

Author(s):

Martha Garcia-Murillo ◽

Ian MacInnes

Keyword(s):

Virtual Worlds ◽

Real World ◽

Virtual World ◽

Policy Game ◽

Electronic Environments ◽

Learning Principles ◽

Real World Situation

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.

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The dawn of social bonds: what is the role of shared experiences in non-human animals?

Biology Letters ◽

10.1098/rsbl.2020.0201 ◽

2020 ◽

Vol 16 (7) ◽

pp. 20200201

Author(s):

Laura Busia ◽

Matteo Griggio

Keyword(s):

Social Relationship ◽

Social Bonds ◽

Group Living ◽

Vertebrate Species ◽

Human Species ◽

Evolutionary Mechanisms ◽

Shared Experiences ◽

High Predation ◽

Shed Light

Group-living animals can develop social bonds. Social bonds can be considered a type of social relationship characterized by frequent and consistent affiliative (non-reproductive) interactions. Social bonds with conspecifics bring many advantages, also in terms of direct fitness. A characteristic of social bonds is that they need time to develop. Several studies on humans have emphasized the fact that sharing experiences can affect the strength of social bonds. A similar trend can be spotted in non-human species. For example, a recent experiment showed that if chimpanzees watched a video together with a conspecific, they spent more time in proximity compared to conspecifics with whom they did not actively watch a video. Another experiment on fish showed that individuals who experienced a situation of high predation risk together, showed preference for each other compared to those who did not. As the link between shared experiences and social bonds is not explicitly recognized in non-human animals, the main goal of this work is to propose the exploration of this novel research path. This exploration would contribute to shed light on the evolutionary mechanisms of social bond (or friendship) development and maintenance between individuals in different vertebrate species, from fish to non-human primates.

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A Policy Game in a Virtual World

Handbook of Research on Effective Electronic Gaming in Education ◽

10.4018/978-1-59904-808-6.ch028 ◽

2009 ◽

pp. 489-507

Author(s):

Martha Garcia-Murillo ◽

Ian MacInnes

Keyword(s):

Virtual Worlds ◽

Real World ◽

Virtual World ◽

Policy Game ◽

Electronic Environments ◽

Learning Principles ◽

Real World Situation

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A Theory of Experimenters: Robustness, Randomization, and Balance

The American Economic Review ◽

10.1257/aer.20171634 ◽

2020 ◽

Vol 110 (4) ◽

pp. 1206-1230 ◽

Cited By ~ 4

Author(s):

Abhijit V. Banerjee ◽

Sylvain Chassang ◽

Sergio Montero ◽

Erik Snowberg

Keyword(s):

Decision Maker ◽

Real World ◽

Robust Performance ◽

Control Groups ◽

Trade Off ◽

Performance Guarantees ◽

Important Concern ◽

Expected Performance ◽

And Control ◽

Shed Light

This paper studies the problem of experiment design by an ambiguity-averse decision-maker who trades off subjective expected performance against robust performance guarantees. This framework accounts for real-world experimenters’ preference for randomization. It also clarifies the circumstances in which randomization is optimal: when the available sample size is large and robustness is an important concern. We apply our model to shed light on the practice of rerandomization, used to improve balance across treatment and control groups. We show that rerandomization creates a trade-off between subjective performance and robust performance guarantees. However, robust performance guarantees diminish very slowly with the number of rerandomizations. This suggests that moderate levels of rerandomization usefully expand the set of acceptable compromises between subjective performance and robustness. Targeting a fixed quantile of balance is safer than targeting an absolute balance objective. (JEL C90, D81)

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Selection of a Farm Machinery Replacement Criterion Using Simulation

Journal of Agricultural and Applied Economics ◽

10.1017/s0081305200024249 ◽

1969 ◽

Vol 1 (1) ◽

pp. 45-51 ◽

Cited By ~ 1

Author(s):

Darrel Kletke

Keyword(s):

Real World ◽

Average Cost ◽

Marginal Cost ◽

Economic Life ◽

Farm Machinery ◽

Rules Of Thumb ◽

Replacement Decisions ◽

Real World Situation ◽

Yearly Cost ◽

Selection Of

Little research has focused on developing a model which farmers can use to make yearly machinery replacement decisions. This paper contains an optimizing replacement criterion and then demonstrates the results of alternative rules of thumb used to implement the criterion in a real world situation.The economic life of a machine is here defined as the interval of time during which that machine reaches its minimum average yearly cost. If a machine is replaced by an exact duplicate with the same annual costs, replacement occurs when the currently owned machine attains its economic life. When average cost reaches its minimum, marginal cost and average cost are equal. This is the same as saying that when economic life is reached, the actual yearly cost (marginal cost) is equal to the average yearly cost of the machine. Theoretically, replacement should occur when marginal cost first crosses average cost from below.

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Graphing Stories for a 3 Act Task

Mathematics Teaching in the Middle School ◽

10.5951/mathteacmiddscho.24.2.0090 ◽

2018 ◽

Vol 24 (2) ◽

pp. 90-96

Author(s):

Allyson Hallman-Thrasher ◽

Courtney Koestler ◽

Danielle Dani ◽

Amanda Kolbe ◽

Katie Lyday

Keyword(s):

Real World ◽

Trial And Error ◽

Real World Situation

Through trial and error and ultimate success, students create a graph to model a real-world situation.

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Masking Disagreement among Experts

Episteme ◽

10.3366/epi.2006.3.1-2.52 ◽

2006 ◽

Vol 3 (1-2) ◽

pp. 52-67 ◽

Cited By ~ 29

Author(s):

John Beatty

Keyword(s):

Real World ◽

Scientific Experts ◽

Real World Situation ◽

Difficult Issue

ABSTRACTThere are many reasons why scientific experts may mask disagreement and endorse a position publicly as “jointly accepted.” In this paper I consider the inner workings of a group of scientists charged with deciding not only a technically difficult issue, but also a matter of social and political importance: the maximum acceptable dose of radiation. I focus on how, in this real world situation, concerns with credibility, authority, and expertise shaped the process by which this group negotiated the competing virtues of reaching consensus versus reporting accurately the nature and degree of disagreement among them.

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