Browsing by Subject "eettinen sensitiivisyys"

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  • Hietala, Jenny (Helsingin yliopisto, 2017)
    Goals. The purpose of the study was to find out how ethically sensitive teachers, teacher students and financial people themselves are evaluating and whether there are differences between these groups in ethical sensitivity. The study also investigated whether differences between the sexes exist in ethical sensitivity. The theoretical background of this study is the theory of four components of ethical activity, of which ethical sensitivity is studied in this work. After Darcia Narvaez's (2001) operative concept of ethical sensitivity in seven different areas, Kirsi Tirri and Petri Nokelainen (2007, 2011) have developed a meter of ethical sensitivity in their own research. Methods. The survey was carried out as a quantitative survey and the relevant material from bank employees was collected by e-form in August 2015 from a banking group operating in the Helsinki Metropolitan Area. There were 183 respondents, of whom 77.6% were women (N = 142) and men 22.4% (N = 41). Reference material from the teachers was obtained from the University of Helsinki research group (Kuusisto Elina, Tirri Kirsi). The total number of respondents was 864, of which 60.4% (N = 522) were teachers and 39.6% (N = 342) teacher students, women 77.2% (N = 667) and men 22.8% (197). The material was collected in 2011. All students were at the beginning of their studies at the material collection stage and studied at the University of Helsinki. Subsequently, the material was combined with the SPSS statistics program. The ethical sensitivity scale questionnaire consisted of 28 claims, which were answered in the 5-step Likert scale. Seven sum variables were formed, each of which was counted as Cronbach alpha. Only the sum of single sum variables alpha (ESSQ_1 α = .544) was below the recommended>. 060. Subsequent intergroup averages were examined by variance analysis and differences between genders by t-test. Results and conclusions. Teachers received the highest average of seven in four areas, with the results being statistically significant as well. Bank employees received the highest averages in two areas, although the results were not statistically significant. The students got the highest average in only one area. In this study, however, the best ethical sensitivity variable was gender, with women having a higher average in six of the seven areas.
  • Vasarainen, Minna (Helsingin yliopisto, 2018)
    Object. The purpose of the study is to find out, what kind of possibilities there are for ethical sensitivity to appear in the context of game development. This operating environment is considered in this study both concrete surroundings related to the work and colleagues and virtual environment, the game itself which is created by the game developers themselves. The study aims to clarify what kind of meanings ethical sensitivity gets in the speech of game developers taking account to that behavior in practice might differ from the ideal of an individual. Ethical sensitivity as a concept is defined by earlier studies of the subject considering for example the moral thinking of teachers and nurses and it is linked in this study to its context by research of game industry and methodology specialized to virtual environments. Methods. The material of the study was collected with half-structured theme interview from six different game developers whom where either working or studying the subject. Background knowledge for the study was also collected from the games themselves as environments with nethnographic methods. In addition, more material was collected from the culture build around the games, things such as game videos and social media platforms handling the games. The main sources in this study were nevertheless the interviews, which made it possible to search for the answers with grounded theory -based methodology. That supported the making of theory of ethical sensitivity in this distinctive context. Conclusions. The ethical sensitivity of game developers and awareness of societal issues were clear, and they also mainly experienced their values to be similar with others in the work or study environment. The issue that came up repeatedly was constant discussion and counseling with others, which was relevant part of the work itself. It also helped interviewees to reflect their own actions. Also, every participant had something to do with gaming during their free-time and some of them had somewhat passion towards gaming and games which can be seen as a reflection of hacker ethics that promotes passion as an ultimate motivation to work. However, the notions in this study were not strong enough to prove or dismantle this kind of thinking. The flexibility of identity and thinking as well as effects of separate groups were shown as an important part of conclusions and worked as a promising path for further studies.
  • Korhonen, Taija (Helsingin yliopisto, 2019)
    The research task of this study is to describe how special early childhood education teachers define and assess their ethical sensitivity and what beliefs they have about changes of ethical sensitivity. Research questions are: 1) How do special early childhood education teachers define ethical sensitivity? 2) How do special early childhood education teachers evaluate their own ethical sensitivity? and 3) What relation does the self-assessed ethical sensitivity of special early childhood education teachers have with their views on changes of ethical sensitivity? The frame of reference for this study was the combination of the seven dimensions and skills of ethical sensitivity developed by Narvaez (2006) from Rest's (Thoma 2006) four-component model. Earlier studies of teachers' self-assessed ethical sensitivity have found that experienced teachers are more adept than novices in ethical sensitivity. The research material consisted of 167 responses from special early childhood education teachers. The research material was collected using an e-form consisting of four sections: background Information, Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri and Nokelainen (2012), adapted Dweck scorecard to explore ethical sensitivities, perceptions, and beliefs about the ethical sensitivity of respondents and their own definition of ethical sensitivity. Own definition was deductively analyzed by content analysis, other parts were statistically analyzed using SPSS 25 software. The definitions of ethical sensitivity for special education teachers are divided into Narvaez's seven dimensions and skills of ethical sensitivity, and the three components of Rest's four-component model: ethical sensitivity, ethical motivation, and moral-ethical problem solving. The most common definitions of the dimensions and skills of ethical sensitivity are the identification of ethical issues and the consideration of the perspective of others. Special ethics are highly rated by special early childhood education teachers. Special early childhood education teachers' beliefs and their perceptions of ethical sensitivity illustrate a growth mindset. Special early childhood education teachers see ethical sensitivity as a skill to learn and develop.