Author: Krzysztof Rubacha
Institution: Nicolaus Copernicus University
Year of publication: 2021
Source: Show
Pages: 50-59
DOI Address:
PDF: tner/202102/tner6404.pdf

This article presents the findings of an experimental study, the goal of which was to compare the average evaluation scores of university teachers given by students on the basis of the manner of delivering lectures and organising the teaching process at the university. This empirical field was problematised using three ethics hidden in the organisation of the teaching activities: the ethic of justice (Kohlberg), the ethic of one-sided care (Gilligan), and the ethic of care and responsibility (Gilligan). The study encompassed three groups of students who attended an entire teaching series (lectures), after completion of which the experimenter was evaluated by the students. The only difference was belonging to a given group (i.e., the style of working with the students). The remaining aspects of the teaching activities were very uniform. The experimenter was given the lowest evaluation scores when being fair and balancing care with responsibility, and the highest scores when one-sidedly caring for the students’ well-being.


  • Gilligan, C. (1993). Reply to Critics. In: M.J. Larrabee (ed.). An Ethic of Care. Feminist Interdisciplinary Perspectives. London & New York: Routledge.
  • Gilligan C. (2003). In a Different Voice. Psychological Theory and Women’s Development. Cambridge, Massachusetts and London, England: Harvard University Press.
  • Kohlberg, L. (1984). Essays of Moral Development. Volume II. The Psychology of Moral Development. New York: Harper & Row.
  • Rest, J.R., Narvaez, D., Bebeau, M. & Thoma, S. (1999). Postconventional Moral Thinking: A Neo-Kohlbergian Approach. Mahweh, New Jersey: Lawrence Erlbaum Associates.

Wiadomość do:



© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart