Ethical competencies in Higher Education
Prof. Maria Rosa BUXARRAIS
Universitat de Barcelona
Higher Education encompasses three interconnected dimensions:
- A dimension related with the construction and transmission of the scientific, technical, cultural and humanistic knowledge.
- A political and social dimension linked to the implication in the society and in the democratic principles development.
- An ethical dimension bound together with and activity compromised with the justice, the people’s and communities’ dignity and human rights.
Since Higher Education must train competent professionals who are to analyse their own practises, we will consider the third dimension. Furthermore, they must be able to evaluate their actions, their perceptions, their beliefs and their thoughts, not only as professionals in their field of knowledge but as compromised citizens as well. Thus, the training of the ethical competence is necessary to develop ability of reflection, analysing and the taking of a post. Here we are going to ask ourselves questions related to the teacher practises and the ethical learning in the higher education.
Professor of Pedagogy at the University of Barcelona, B.A in Psychology and a B.A. and PhD in Education. Founding member (1989) and the lead researcher of the Research Group of Moral Education (GREM). Responsible from 1995 until 2005 for the Democracy and Education Program of the Organization of Iberoamerican States for Education, Science and Culture (OEI). Member of Editorial Board of the Journal of Moral Education (2002–2012) and Editor of the books series on Values Education in Spanish Editorial Desclée Brouwer (Bilbao). Currently, member of the Editorial Board of the book series Moral Development and Citizen Education, by Sense Publishers (The Netherlands). Head of Research at the Institute of Education Sciences (IDP-ICE) at University of Barcelona and also Director of the Observatory of Civics and Values in Catalonia of the Generalitat de Catalunya.
Her research is focused on four main topics: families and education in values, moral education in the curriculum, adolescence and moral values and volunteering as active citizenship, and Higher Education and Ethical competencies.