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Early Character Development and Education 总被引：1，自引：0，他引：1
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Wouter Sanderse 《Educational Action Research》2016,24(4):446-459
This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue. 相似文献
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JAROS&#x;AW HOROWSKI 《Journal of Philosophy of Education》2021,55(1):126-142
The analyses undertaken in this article refer to the harm experienced in close relationships, where the lack of forgiveness and the breakdown in the relationship can be a source of additional suffering for the victim. Referring to the discussion conducted in the Journal of Philosophy of Education in the years 2002–2003, I assume that one of the most difficult challenges for the injured individual is to determine whether change made by the perpetrator of evil encourages the individual to trust the perpetrator or whether forgiveness can actually be understood as consent to further harm. Another challenge is that the injured person must make a decision about forgiveness when s/he perceives change in the perpetrator if lack of forgiveness is not to become the cause of a definitive breakdown in the relationship. I propose the thesis that a person—by reference to acts of self‐forgiveness—can learn to identify the moment when forgiveness is possible and necessary. After explaining what self‐forgiveness is, what act it relates to and what its moral value is, I show how self‐forgiveness and reflection on the process of self‐forgiveness can benefit education for forgiveness of another person. 相似文献
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郭瑞迎 《淮南师范学院学报》2014,(4):115-122
对早期文献进行分析发现,国民性与民族性存在一定程度的混用,而与社会性、人性相区分。近代教育与国民性研究的缘起主要受到教育与国民性的传统联系、内忧外患的夹击以及他国的影响等因素的推动。早期文献主要是从本国单一比较、多国比较以及他者立场三种角度对中国国民性特征展开讨论,并提出用教育改造国民性的具体措施。主要启示有:国民性是事实也是臆想;改造国民性不等于改造人性;教育对国民性改造作用是有限度的。 相似文献
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Agnieszka Bates 《International Studies in Sociology of Education》2017,26(1):66-81
The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core. 相似文献
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We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the “outcomes question” [Cochran-Smith, M. (2003). Assessing assessment in teacher education. Journal of Teacher Education, 54, 187–191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. Journal of Teaching in Physical Education, 17, 468–492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education. 相似文献
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?Between rationality and politics?: autobiographical portraits of adult education programme planning
Scott McLean 《International Journal of Lifelong Education》2013,32(6):493-505
Using the author's experience as the coordinator of the Canadian Agriculture Lifetime Leadership programme as a case study, this article provides an interpretive essay about programme planning in adult education. Two conceptual frameworks are used to structure narratives of the programme planning process. The first asserts that programme planning is the rational application of a six-step decision-making model. The second claims that programme planning is the political negotiation of personal and organizational interests. Through two autobiographical narratives, this article explores how technical-rational and political models of programme planning further our understanding of adult education practises. In addition to contributing a detailed case study to the literature on programme planning, the article speaks to contemporary empirical and normative debates in adult education. 相似文献
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Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish–English dual-language programme and (c) English-speaking children from the same Spanish–English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children’s metalinguistic development. 相似文献
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The majority of the still limited literature on education in non-metropolitan areas adopts an understanding of rurality as a fixed and known geographic entity. This paper departs from such a functionalist perspective to explore how rurality is constructed in a programme for at-risk teenagers in remote Australia. Drawing on a range of texts about the programme, including a documentary series entitled Outback Kids, we examine how the rural space is imagined as simultaneously therapeutic and disciplining and therefore appropriate for troubled youth. Alongside this discussion we map the way in which other qualities and values associated with bifurcated definitions of the rural as a place of tradition and authenticity, and the urban as a place of disorder and pretence, are engaged in the texts to endorse the programme and its practices. 相似文献
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宽恕既是一种个人美德,也是处理人际关系的一个重要准则。宽恕不但是个人行为,影响个人的身心健康和人际关系;宽恕还具有社会性,影响社会的和谐稳定。受传统观念的影响,高校的思想道德教育工作并未将宽恕教育纳入其中。可通过提升教师队伍的宽恕水平,培养学生的道德认知,积累学生积极的道德情感体验和提高学生处理道德冲突事件的技巧等举措将宽恕教育融入高校思想道德教育工作之中。 相似文献
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Steven S. Sexton 《Compare》2011,41(1):59-74
This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society. 相似文献
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This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of ‘true’ participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation. 相似文献
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Mark Leather 《Journal of Adventure Education & Outdoor Learning》2013,13(2):158-179
This paper provides an informed and critical understanding of the concept of self-esteem. It explores this psychological construct in relation to its use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally linked to the Hahnian notion that implies outdoor education is good for character-building and more recently personal development. This paper suggests that the improvement of self-esteem has become a reified programme outcome as well as an argument for the value and importance of outdoor education programmes. In this paper I seek to address the often uncritical and at times evangelical claim that outdoor programmes enhance self-esteem. This paper looks at the development of self-esteem generally and then considers its appearance in the outdoor education literature. Aspects of this that relate to outdoor learning and adventure education include: development of the self, behaviour, disaffected young people, recent UK developments and common misconceptions regarding self-esteem. These are explored and their implications for practice and research are considered. The essence of this paper is that outdoor educators need to be more critical, informed and specific about exactly what it is they are trying to achieve, how their programmes are evaluated, particularly with outcomes that are related to potential changes in ‘self’ and how these changes are measured. 相似文献
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ABSTRACT: Character education is a specific approach to morals or values education, which is consistently linked with citizenship education. But how is it possible for a heterogeneous society that disagrees about basic values to reach a consensus on what constitutes character education? This article explores how character education has returned to the agenda of British education policy, having been largely neglected since the 1960s in response to unsatisfactory attempts at character education going back to the nineteenth century. Between 1979 and 1997 Conservative governments attempted to reverse a perceived decline in moral standards, established State control of the schools curriculum, imposed on State schools the duty to provide for moral and other development, and established a National Forum which attempted to articulate a set of consensus values in education. Labour has extended these developments in the curriculum, introduced compulsory citizenship education, and its White Paper of September 2001 speaks of 'education with character'. The character and virtues Labour seeks to promote through schools are pragmatic and instrumental in intention, linked to raising pupil school performance, meeting the needs of the new economy, and promoting democratic participation. Otherwise the vision is pluralistic and evades explicit directives, and there is no explanation or analysis of its theoretical basis.
The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society –'incompletely theorized agreements on particular cases' allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion. 相似文献
The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society –'incompletely theorized agreements on particular cases' allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion. 相似文献
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以大学生个人品德教育对和谐社会构建的价值为研究内容,认为当代大学生个人品德教育与和谐社会的要求还有一定差距。忽视个人品德教育作为政治规范因素、利益协调因素、文化价值因素、"人"的因素、从理论到实践的过渡因素是造成差距的原因。提出了个人品德教育以民主法制为保障、以协调利益关系为突破口、以树立正确的价值观念为基础、以人际关系的发展为主线,以社会实践为根本路线的对策。着重阐明了在构建和谐社会中被人们忽视的个人品德教育的价值。 相似文献
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CHARACTER, CIVIC RENEWAL AND SERVICE LEARNING FOR DEMOCRATIC CITIZENSHIP IN HIGHER EDUCATION 总被引：1，自引：0，他引：1
ABSTRACT: This article explores the civic republican conception of citizenship underlying the Labour government's programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility. 相似文献
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Nadeem Memon 《British Journal of Religious Education》2011,33(3):285-298
In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education; 2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant; 3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported. 相似文献