These are only some examples of the video lectures for the above course at the American University of Sovereign Nations (AUSN).
Enrolled students of AUSN gain credit hours through active live participation in classes. A list of required and elective courses for each degree program are provided in the degree program descriptions. In addition, they receive the AUSN Video lecture Archive Sheet to record which videos they have watched for additional knowledge. For countries that do not allow Youtube access (Channel: American University of Sovereign Nations), an original file can be shared with enrolled AUSN students. Anyone can request to try out a live AUSN class for free by writing to Dr. Darryl Macer, Provost, AUSN; Email: provost@ausovereignnations.org
AUSN as an intellectual forum for intercultural dialogue upholds the value of academic freedom for all professors and students, and the views expressed in the videos are not those of AUSN. The videos are a selection of the total video archive of AUSN that supplements the contact hours provided by in-person lectures, group skype sessions, and other supervised contact at AUSN.
The course description and expected competencies for this course are provided below. Some students use these videos to prepare for the course examinations, which in AUSN are open book/open Internet exams, where students need to prepare written answers (unless there is some condition that makes an oral exam the only possibility).
Links to example video lectures from the BVED course
BVED1, Prof. Darryl Macer, Bioethics Education
BVED2, Prof. Amalia Muhaimin, Teaching bioethics in Indonesia
BVED3, Prof. Dick Willems , Medical Ethics Education in The Netherlands
BVED4, Prof Djuwari, Global Education System for World Peace Among the Nations
BVED5, Prof. Dyah Woro Dwi, Nurturing Medical Student’s Empathy and Compassion throughout Community Service Program
BVED6, Prof. Zabidi Azhar Mohd Hussin, Integrated Approach To Teaching Healthcare Ethics
BVED7, Prof Tatik Suryani, The Spirit of Life and Education
BVED7, Prof Maude Phipps, Introducing Values Exchange: A New Tool to Assess Bioethics Education for Teachers and Students
BVED8, Prof. Agnes Sequino, Strengthening the Culture of Classroom-Based Action Research in Schools
BVED9, Prof. Irina Pollard, BioScience Ethics
BVED10, Prof. Mariadoss Selvanayagam, The Jesuit Worldwide Learning Initiative towards Holistic Formation of the Marginalized through Higher Education to transform the World
BVED11, Prof. Duujian Tsai, Forge New Asian Intellectual and Medical Horizons with Service Learning - a bioethical reflection
BVED13, Prof. Taro Mochizuki,, Philosophical Practice Movement
BVED14, Prof. Chutatip Umavijani, Spiritual Sustainability
BVED15, Prof. Irina Pollard, International Perspectives on Human Reproduction Across Generations
BVED17, Prof. Alex Waller, Some longterm benefits of learning bioethics
BVED18, Prof. Ravichandran Moorthy, Bioethics Principles in Value Based Education: Agencies to Mitigate Hatred and Divide
BVED19, Prof. James Owens, The World is Just a Book Away (WIJABA) Environmental Education program in Partnership with Jane Goodall’s Roots & Shoots
BVED20, Prof. Darryl Macer, Bioethics in High Schools in Australia, Japan and New Zealand: Summary of the First International Bioethics Education Survey
BVED21, Prof. Dale Fredericks, Opportunities and Approaches for Indigenous American Education
Course details
Course Objectives: The objectives of this course is to introduce ability studies and ability equity and equality, ability ethics and ability and ableism governance.
Course Purpose: Ability Studies investigates in general how ability expectation (want stage) and ableism (need stage) hierarchies and preferences come to pass and the impact of such hierarchies and preferences. Ability Studies investigates: (a) the social, cultural, legal, political, ethical and other considerations by which any given ability may be judged, which leads to favoring one ability over another; (b) the impact and consequence of favoring certain abilities and rejecting others; (c) the consequences of ableism in its different forms, and its relationship with and impact on other isms. The academic field of disability studies investigates the negative consequences people experience whose body linked abilities are seen as not measuring up to the species-typical norm. However, although ableism was developed to make visible disablism (the lack of support and active disablement by the ones who see themselves as able) disabled people experience, the cultural reality of ability expectations (want stage) and ableism (need stage) goes far beyond how it is used within disability studies and by disabled activists.
Topics that are covered:
Course Objectives: This course aims to introduce the goals of bioethics education in the context of values education, through all stages of moral development.
Course Purpose: This course examines the methodology, goals, practice and evaluation of bioethics and values education.
Topics that are covered:
1. Values in Education
2. Integration of Ethics and Values into All Fields of Education
3. Teaching about Autonomy and Justice through Bioethics: the Love of Life
4. Indicators of the Success of Education
5. Neurology, touch, education and multilingual brains
6. Teaching concepts of benefit and risk f
7. Disability, Ability and Education
8. Environmental Ethics Education
9. Moral Games for Teaching Bioethics
10. Finding our own identity and its relationship to how we help others explore their own identity: The essence of teaching?
11. Developing personal action plans for enhanced teaching
12. How to measure personal moral development in education
13. Review of indigenous values among the education curriculum in 47 countries of Asia-Pacific nations
14. Integration of indigenous knowledge systems into classes and the curriculum
15. Analysis of the Goals for Education based on the Teachers Action Plans
16. How to Teach about Federal, State, Community Law and Customs and United Nations Declarations and their Implementation (or lack of) across the Curriculum
17. Developing professional skills for bringing the best out of every learner
18. How to evaluate educators ethically and positively
19. Teachers and Learners as agents of community change
20. Developing and nurturing environmental activism
21. Nurturing Relationships between Teacher, Student and Parents and Protection of Children’s Rights
Competencies:
1.Be able to identify and construct goals of bioethics education as teachers.
2. Understand student-centered learning.
3. Understand problem-based learning.
4. Be able to construct and use cases in values education.
5. Explain the different ways of evaluation, with their benefits and disadvantages.
6. Develop age and case specific approaches to moral development.