Pleasure versus Virtue Ethics in The Light of Aristotelians and the Utilitarianism of John Stuart Mills and Jeremy Bentham

The question of the end of morality is certainly as old as moral speculation itself. It is this question that prompted Aristotle speculating on moral or character virtue. Moral question is properly a human question since only human beings are expected to act in a given way and are subject to praise and reward or blame and punishment. We should remember that also God and angels are expected to act in a given way, but that would, strictly speaking, be the subject of moral theology and revelation, since without revelation depending only on reason, we cannot examine the acts of God and angels in order to determine how they should act. In short, it is only human beings who can be judged to act morally or immorally if we depend only on human reason, without the support of revelation. In the whole work, Stuart Mills and Jeremy Bentham stick on happiness, though each differ in approaches. Consequentialists are after the greatest happiness of the greatest number, by advocating on the struggle to that which may make man happy and avoid evil by all means. Aristotle on his side is on eudaimonism, where man is found to be happy but moral happy. Happiness for Aristotle should be reasonable, morally good and means should be maintained. This research is analytical by nature, where both qualitative and analytical methods have been implemented throughout the work. The work has been successful though some challenges could not be avoided. Finally, in doing or acting, man should observe virtue; and this is always doing good and avoiding evil.  

A Model for Integration of Information and Communication Technologies Icts in Teacher Training

The use of information and communication technology (ICT) in education has revolutionized teacher education and use of innovative approaches in teaching methodology has changed teaching and learning process. To find out the impact of ICT in teacher education, this study was conducted to (i) examine the level of integration of ICT in exiting pre-service Bachelor of Education (B.Ed) program offered by Government Colleges of Education and Provincial Institute of Teacher Education, (ii) evaluate the competency deficiencies of teacher educators in use of ICT in teaching and learning process, (iii) analyze the need assessment of B.Ed trainees in terms of use of ICT and, (iv) develop ICT-supported training model for teacher educators. The population of the study was four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and four hundred and nine (342) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. The census sampling was used to select all the four (04) Heads of the institutions and thirty seven (37) teacher educators. However, a simple random sampling technique was used for the selection of B.Ed trainees. The sample thus consisted of four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and one hundred forty seven (147) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. A mixed method approach, using both quantitative and quantitative method, a concurrent triangulation strategy, was used for this study. Data was collected through questionnaires, focus group discussion, in-depth interviews and classroom observations. The questionnaires were designed to collect the quantitative data and focus group v discussion, in-depth interviews and classroom observations were used to obtain the in- depth knowledge for qualitative analysis. In addition to this research, the researcher conducted pilot test for the application of developed ICT-supported model in routine class courses focusing integration of ICT in teaching and learning process. The findings of study show the very low level of ICT-supported teaching due to lack of facilities and resources, but study found very positive perceptions among the teacher educators, heads of institutions and B.Ed trainees towards integration of ICT in teacher education program. The overwhelming majority of respondents showed willingness to use ICT in classroom teaching. However, the study found that teacher educators require more training on new ICT-integrated pedagogical approaches for the improvement of their ICT skills. The pilot testing of model found significant impact on teaching and learning process. The research suggests several key reforms for policy makers and recommendations for head of institutions, teacher educators and B.Ed trainees. For policy makers, this study proposes that teacher education curriculum should be revised and reforms be made in assessment method using ICT according to the international standards along with the provision of ICT tools and digitalization of classrooms. The study also recommends that at college level, heads of institutions may make serious attempt to encourage ICT-supported environment for both teacher educators and B.Ed trainees and existing resources be fully utilized at maximum level. In addition, the B.Ed trainees be encouraged by teacher educators to prepare the assignment using electronic sources and project-based techniques, evaluation methods, and computer based assessment be used by teacher educators to encourage integration of ICT in teaching learning and assessment process.