Blasco Pablo González, Moreto Graziela, Pessini Leo
SOBRAMFA Medical Education and Humanism, São Paulo, Brazil.
UNIVÁS Universidade do Vale do Sapucaí, Pouso Alegre, MG Brazil.
Asian Bioeth Rev. 2018 Mar 21;10(1):75-85. doi: 10.1007/s41649-018-0046-z. eCollection 2018 Mar.
To teach ethics implies setting rules, guidelines, and rational decision-making but it also requires creativity and acknowledgement of the affective aspects of our decision-making processes. Usually, ethical inquiries become involved in emotions that cannot be ignored but included in the learning process. The authors relate their experience with a pedagogic model involving film clips to prompt and frame discussions that might foster a more holistic approach to ethics education. Teaching with movies is also an innovative method for promoting the sort of engaged learning that education requires today. By allowing reflections on emotions, participants in these sessions can learn to develop their reflective abilities and attitudes. Life stories derived from movies fit well with the learners' context and expectations and could serve as a launching point for discussions of both the emotions and ethical scenarios. Using film clips in a structured way allows for new opportunities in ethics education.
教授伦理学意味着设定规则、准则和理性决策，但它也需要创造力以及对我们决策过程中情感方面的认知。通常，伦理探究会涉及到无法忽视的情感，这些情感应被纳入学习过程。作者们讲述了他们运用包含电影片段的教学模式的经历，以激发和引导讨论，从而培养一种更全面的伦理教育方法。用电影进行教学也是一种创新方法，可促进当今教育所需的那种积极参与式学习。通过允许对情感进行反思，这些课程的参与者能够学会培养他们的反思能力和态度。源自电影的生活故事与学习者的背景和期望相契合，可作为讨论情感和伦理情境的起点。以结构化方式使用电影片段为伦理教育带来了新机遇。
