As we define the theoretical framework of the ethics teacher professionalization, we also present competency profile of the ethics teacher created by an expert and principles of continuous learning paradigm based on humanistic and constructivist pedagogy.
This questionnaire presents each competency in the profile to each learner and asks if he/she considers him/herself at one of these four levels: aware, familiar, productive, or advanced.
To support these requirements, the first part of the curriculum presents general competencies, subdivided into two sections: organization and professionalism.
These factors include: access to information, relevance of the research, use of research perceived as a time consuming process, trust in the research, authority of those who presented their view, competency in research methods, priority of research in the policy process, and accountability.
Key: 1. Absent; 2. Intermittent moments in which basic competency is present; 3. Fully adequate or competent throughout; 4. Fully adequate with some periods of exceptional performance; 5. Consistently exceptional performance.
In this case, it can be argued that up to three of these conditions exist (1, 3 and 4) and therefore that, even with the tenuous assumption that competency was present, discontinuation of life support must not ensue under the present circumstances.
If no suitable class is present in our framework we propose to be specific in the description which type of predominant technology and competency is present.
It remains to be seen whether the need for action, which finds expression in the achieved competency levels presented above, is sufficient for taking appropriate actions.
For the MEM sub-ontology, as an example, we present some of its competency questions and a fragment of its evaluation.
The model presents list of cognitive competencies that are all related to systems thinking and each one of them can be assessed separately.
