Instruction and Ethics; Creating a Virtuous Classroom

In this paper the author discusses methods of developing ethical character and virtuous behavior in freshman students at a Korean university. Building from the ethical considerations of Aristotle, the author argues that an ethical classroom is one that encourages students to act as goal-oriented agents who attempt to further their own education in a purposeful and self-directed manner. Using philosophical insights from Marx and Foucault, the author examines the risks of turning the classroom into a site of domination instead of empowerment. The difficulty is devising rules and punishment for character development that do not diminish learning or the students’ abilities to make ethically informed decisions and to perform them well. Considering both sides of this dilemma the author argues for creating a classroom with clear rules and cultural practices that encourage student autonomy and responsibility while demanding creative production from them. The author also discusses several practical implications and examples from his own experience teaching the English language at the university level. The topics discussed are diverse and include subjects such as bathroom breaks, time discipline and balancing classroom rulemaking within the bounds of university dictates.