导出领导力:国际服务学习 伦理教育
1Staley School of Leadership, Kansas State University, Kansas, USA.
New directions for student leadership
|February 18, 2026
概括
本研究探讨了领导教育的国际服务学习中的伦理问题. 它表明,批判性服务学习可以帮助教育工作者和学生驾全球责任和共同价值观.
科学领域:
- 教育中的伦理学
- 全球公民研究 全球公民研究
- 领导力发展 领导力发展
背景情况:
- 国际服务学习是领导教育的常见组成部分.
- 历史批评和全球公民框架提供了对其道德维度的洞察.
- 教育机构可能会在服务的子下无意中出口价值.
研究的目的:
- 在领导教育中探索国际服务学习的伦理考虑.
- 分析领导教育管理人员在塑造全球视角方面的作用.
- 确定教育工作者,学生和国际合作伙伴的风险和责任.
主要方法:
- 历史批评的批判性分析 (例如,伊万·伊利希).
- 理查德·斯林巴赫 (Richard Slimbach) 全球公民框架的应用.
- 在国际服务学习环境中检查道德责任.
主要成果:
- 领导教育管理人员在出口美国价值观和理想方面发挥着重要作用.
- 国际服务学习对所有利益相关者都有固有的风险和责任.
- 需要基于道德的方法来进行国际服务学习.
结论:
- 关键服务学习为领导教育中的国际服务学习提供了更负责任的途径.
- 教师和管理人员必须批判性地评估服务学习对全球伙伴关系和学生发展的影响.
- 发展具有全球能力的领导者需要对服务学习实践进行道德反思.
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