The implications of religious identity for teaching ethics

Some debate exists about the degree to which one should merge one’s identities, particularly those with important normative content, with one’s teaching practices. This issue becomes particularly important for those with a religious identity who purposefully merge their identity with classroom practices. This article examines the qualitative answers of 328 Christian professors to a question addressing how they merge their Christian theological tradition with their ethical teaching in the classroom. We find that the answers demonstrate the identity merging takes place in multiple ways. For these professors, teaching consists of multiple sub-practices (e.g. discussion, lecturing, grading, etc.) that need to be guided by certain virtues and theological perspectives and justifications in order to develop the requisite goods. Indeed, both good teaching and their conception of the good cannot be separated from their identity

Aesthetics · Christian Identity · Epistemology · Normative · Pedagogy · Sociology · Computer Science · Engineering · Ethics in medical practice · Philosophy · Religion, Spirituality, and Psychology · Religious Education and Schools · Religious studies

• Ethical-professional profiles of university faculty involved in training future teachers in education degrees

  Open Access•Mónica Márquez-Pinedo, Antonio Burgos-García et al.•Social Sciences & Humanities Open•2026

  Add to list

• The Coding Manual for Qualitative Researchers

  Johnny Saldaña•The Coding Manual for Qualitative…•2025

  Add to list