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1.
《Journal of moral education》2012,41(3):315-324
The argument is made that psychometric forms of assessment are essential to the large-scale adoption of developmental approaches to moral education. In this respect, the Defining Issues Test has been an invaluable tool for research and practice in moral education. However, because such instruments are based upon previous developmental research, they are by definition derivative and unsuited for basic research on moral development. In addition standardised measures, while essential to educational research on the correlates of moral growth, run the risk of reifying extant views and assumptions about morality and moral development. Thus, such measures may stand in the way of generating new knowledge and/or impeding the assimilation of alternative conceptions of morality and social development within educational research and practice. To avoid these problems, while at the same time benefiting from the utility of measures such as the DIT, requires a constant reciprocal interaction between the generation of standardised measures and basic developmental research. 相似文献
2.
《Journal of moral education》2012,41(2):92-98
Abstract Much educational practice is based on the view that children can advance their moral “understanding by exploring the imaginary worlds of creative writers, or by creating their own imaginary worlds. It is here argued that it is a mistake to rely on such explorations as a source either of moral didactic or of morally important knowledge about people. There are, however, grounds for believing that they can contribute importantly to moral education by extending children's vision of moral possibilities and perhaps byincreasing their skill in coming to understand people. 相似文献
3.
《Journal of moral education》2012,41(3):194-196
Abstract Taking terminological questions as a starting point the authors give an overview of the theory and practice of moral education in Germany. Special emphasis is given to the historical background of current theories of moral development as well as to legal and political questions concerning the present state of moral education in W. Germany. The authors are clear about the ways which should be chosen and the issues which should be dealt with if moral education is to meet the tasks and challenges posed by modern society and by problems of democracy, peace, and ecology. Nevertheless, they are sceptical whether these will be attempted by moral education in W. Germany. 相似文献
4.
《Journal of moral education》2012,41(3):401-411
Abstract Several aspects of the professional education of those who work in caring roles are discussed, with particular reference to dementia. Three experiential learning exercises are described, together with the opportunities they provide for moral development. Suggestions are made about the moral demands of care work, and general inferences are drawn for the practice of moral education. 相似文献
5.
《Journal of moral education》2012,41(1):48-57
Abstract Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere. 相似文献
6.
《Journal of moral education》2012,41(4):317-337
One of the main deficiencies of the Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. First of all, it has never been shown, what specific problems arise at each stage and how these are resolved at the following one (integrating all lower stages). The present approach tries to fill this gap by starting from an elaborated developmental logic, which is then applied to the field of moral thinking. Thus, stages are (re)constructed successively out of one another. This procedure, however, yields a new taxonomy of moral stages, the "architecture" of which is expounded in some detail in the present paper. This new approach has important implications for moral education, especially as it allows for fine-tuned moral-cognitive stimulation (a feature which is discussed in comparison with received ways of fostering moral development). The article ends with a discussion of what the new "stairway" means for Kohlbergian theory. 相似文献
7.
《Journal of moral education》2012,41(3):215-223
Abstract: This article briefly describes and accounts for the present resurgence of interest in moral education in New Zealand. The tendency has been for moral education to be equated with sex education or religious instruction and the present debate stems in part from the former and spills over into the latter of these and is further complicated by a suggested merger between Church and State schools. The development of present legislation regarding religious instruction is traced and the current situation outlined. Religious and moral education in schools have, in the past, been matters of generally ineffective compromises which are likely to be perpetuated under a highly centralised situation with debate on a national, political level. 相似文献
8.
ABSTRACT Self-Determination Theory (SDT) is an empirically based organismic theory of human motivation, development, and well-being that shares many points of interest with the fields of moral development and moral education. Yet, SDT has been largely disconnected from these fields so far. How can we define and empirically assess autonomous moral motivation? How is moral autonomy achieved in the course of development? And what are the relationships between leading a moral life and happiness? These questions have been occupying moral psychologists and educators for a long time. They are focal for SDT, as well. This special issue highlights various lines of intersection between SDT, morality and education. Contributions either expand SDT into the moral domain or incorporate elements of SDT into moral theory with the ultimate goal of integrating fields that inherently belong together. 相似文献
9.
《Journal of moral education》2012,41(2):120-131
Abstract The paper considers moral and religious education programmes appropriate for Nigeria. Starting with a brief analysis of the current crisis in moral, spiritual and political beliefs, the paper progresses by analysing traditional Nigerian education and the approach to moral education which it advocated. It then analyses the epistemological underpinnings of traditional moral education as well as the social institutions supporting it. A brief section outlining certain shortcomings in traditional education follows. This is then followed by a consideration of contemporary approaches to both moral and religious education by focussing on the question of the possible independence of moral from religious education. Having agreed with certain writers that the two are independent, the paper concludes with a sub‐section on the aims of moral education as a distinct activity. 相似文献
10.
《Journal of moral education》2012,41(3):162-169
Abstract There is a fundamental gap between people's assertions as to what is right or wrong and their actual behaviour. This has been traditionally attributed to akrasia or weakness of the will. This paper examines this concept, and the related positive concept of KRAT, and considers what moral education can do about it. Claims by R.B. Braithwaite and others that religious traditions can provide reinforcement are examined and attention is directed to some important qualifications. The implications for moral education are considered, and it is argued that attempts by moral educationists to get to grips with this weakness must involve their own participation in moral debate and in decisions concerning the moral ethos of society. Anyone who observes human behaviour through moral spectacles soon discovers that there is a significant gap between people's assertions as to what is right or wrong and their actual behaviour. This gap is traditionally attributed to akrasia or weakness of the will. Any attempt to get to grips with moral education must (a) take cognizance of this phenomena and (b) consider what, if anything, can be done about it. In this paper I aim to do three things: (i) to draw attention to some significant factors associated with akrasia, (ii) to explore claims that religious traditions can help to overcome such weakness and (iii) to draw some general conclusions from these points for moral education. 相似文献
11.
Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching. 相似文献
12.
《Journal of moral education》2012,41(3):170-180
Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. 相似文献
13.
《British Journal of Educational Studies》2012,60(2):125-139
Abstract: The article draws upon the work of two people, Lawrence Stenhouse and Derek Morrell, who in the 1960s offered a vision of education based upon, first, the moral conviction that a liberal and humane education was essential for all and for society, second, the belief in a curriculum agenda in which such moral conviction might be reconciled with moral uncertainty, and, third, the recognition of the indispensability of a democratic approach to making that reconciliation possible. The article shows how that vision has been dimmed by a prevailing social philosophy and political practice, sadly abetted by some in universities who should know better. 相似文献
14.
《Journal of moral education》2012,41(3):251-260
This article raises a number of interrelated issues. It first considers the need for a disability-aware education for everyone, including post-school leavers. This has both structural and curricular implications. At the structural level, it is argued that if we are to move towards a more ethical educational system, institutional discrimination must be dismantled. At the curricular level, the notion of a "culture of resistance", with distinctive moral characteristics, is explored. The article next considers the moral education of disabled people, covering such issues as recognition of alternative perspectives, building on life-experience and the development of self-confidence and self-esteem. In conclusion, it is suggested that a moral education in an ethical system would integrate universalising understandings of the principle of justice, and its application, with the development of contextual thought which can take account of the value and uniqueness of individuals and the particularity of their educational needs. 相似文献
15.
德育何在——走出当今高校德育的困惑 总被引：1，自引：0，他引：1
当今德育工作遇到一种前所未有的困惑,这种困惑的实质是长期以来高校德育被视为一种孤立的系统存在,一方面使德育陷于形式化,另一方面德育在实际上显得无效。而解决这个问题需要让德育重新回到社会生活的实践中,即“德育在社会实践中”。这个命题在理论上澄清了“德育何在”的问题,在实践上为“如何德育”提供了一种价值指导。 相似文献
16.
20世纪80年代以来,日本的中、小学道德教育实践研究呈现出良好的发展态势。当代日本中、小学道德教育实践研究的特色主要是“注重运用道德教学理论的新成果”、“注重根据道德教育改革的精神进行实践研究”和“注重探索道德教育的各种途径”等三个方面。 相似文献
17.
《Journal of moral education》2012,41(1):15-25
Abstract Competition in education, school sport in particular, remains a controversial issue. The author recognizes that competition is a contested concept and examines both the ‘strong’ and ‘weak’ critiques against the moral desirability of having competitive sport as a part of the compulsory curriculum. The questions of selfishness and of winning are discussed, before the role of the teacher is examined. The author concludes that competitive sport is not per se a form of mis‐education. It can be rather, if taught with understanding and skill, a form of education in which moral values are not only inherently demanded but are encouraged in practice. 相似文献
18.
《Journal of moral education》2012,41(1):111-114
Abstract For education to be moral enough, its goal is defined not as to help individuals to learn the life ideals of church or state (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) but to create moral individuals‐‐people who are willing and able to treat each other as equals, and who are willing and able to feel compassion towards one another. Consideration is given to lessons from psychotherapy about the potential of autonomous human individual development for programmes of social change, in order for these programmes to be carried out without government and education resorting to imposition of the life ideals presupposed by them. In conclusion recognition is given to a trend of ethical thought, revitalising the moral significance of responsiveness to the reality of other people, grounded in the virtue of care for particular people. Adding the virtues of care and compassion to the virtues of impartiality and fairness offers a much deeper understanding of the moral grounds of society in its communitarian aspects, as evidenced by Solidarity as the social movement of the early 1980s in Poland. 相似文献
19.
《Journal of moral education》2012,41(2):104-110
Abstract Juridical ethics, as they have been called, are not a sufficient foundation of moral education. This has a richer base in visional and character ethics. Moral education requires a shift in focus from reversible thinking to ‘narrative’. Religious education has a necessary contribution to make in terms of integrating vision and of methodology. 相似文献