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A fair amount of attention has been given recently to teaching ethics and what manners of conduct are proper, especially in the public sector. This article examines not only the substance of teaching ethics, but also the process. The author contends that professors of ethics are in a difficult field because its scope is so broad. While different professions have different ethical codes and standards, it remains true that all fields have ethical considerations. The challenge for the ethics professor is to instill in students a basic understanding of proper conduct, realizing that some actions and decisions are better than others, while not attempting to appear morally omniscient.

This paper analyzes critiques of the supernatural by John Dewey, a celebrated American philosopher. Dewey rejected the supernatural on scientific and cosmological grounds, but his most significant critique was made on political grounds. In A Common Faith and other writings, Dewey suggests that supernaturalism erodes democracy by promoting a dualism between religion and science which depreciates the social values that religion originally promoted. Dewey&rsquo ; s claims are contextualized and then tested with reference to teaching supernaturalism in a university classroom. The author explains how the study of magic and supernatural mythologies can address real-world issues, turning attention squarely towards (not away from) history. This paper thus presents a counter-possibility: Can appreciation of the supernatural operate as a catalyst for intercultural learning and social empathy? Examples are given. A discussion of the civic function of wonder follows.

The challenge for the ethics professor is to instill in students a basic understanding of proper conduct, realizing that some actions and decisions are better than others, while not attempting to appear morally omniscient. (Abstract amended)

In an era when schools and teachers often seem to operate at one hundred miles an hour, Teaching Backwards offers a more reflective and measured approach to teaching and learning. Where many teachers focus on delivering content in a linear fashion, those who teach backwards start with the end in mind. This means that they know in advance what levels of knowledge, attitude, skills and habits they expect their learners to achieve, they define and demystify ambitious goals, and they establish their students' starting points before they start to plan and teach. Teaching Backwards ensures that lear

In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the research are shown graphically and tabular, with description and discussion. In the conclusion, the benefits of applying contemporary teaching aids in Mathematics teaching are specified and explained.