Academic dishonesty among students reveals potential problems in the teaching of psychology. In particular, a teaching pedagogy that emphasizes information delivery, and uses examinations as a method to discriminate among students aspiring for social and financial status, contributes to an academic climate of dishonesty. As a constructive response, I recommend that psychology faculty discuss with students (and with each other) certain fundamental assumptions of liberal education and consider how these assumptions relate to the discipline of psychology.
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