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1.
小学阶段是进行品德教育的最佳年龄阶段,在小学阶段,学生的心智发育的还不完全,对世界的认识还是一种模糊的状态,任何因素都可能改变道德观念以致改变人生。所以,在这个阶段,通过各种各样的方法,引导小学生建立起正确的道德观念,道德理解、道德判断及道德品质是及其必须的。本文从课程目标、课程内容、教学方法等三个方面对中英小学德育教学进行了简要比较,并分析了英国小学德育课程对我国小学德育教育的启示。  相似文献   

2.
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   

3.
ABSTRACT

This article reports on a pilot study aiming to examine a role-modelling character education project through an Aristotelian framework, by adopting a virtue-led approach. Aristotle famously believed virtues should be taught to children at a young age through habituation, which gradually develops into phronesis-guided virtuosity, and he considered what nowadays is referred to as ‘role modelling’ as having a large influence on children through the emotion of emulation (zēlos). Therefore, the pilot study aims to answer the question to what extent a virtue-led role modelling intervention in character education can influence students’ moral development. The intervention teaches school-appropriate virtues to students in a primary school in Saudi Arabia. While the study is just starting, this article focuses on some pertinent and problematic preliminary questions about conceptual assumptions and research design.  相似文献   

4.
Abstract

The expert-driven and normative character of sustainability education aims to promote societal transformation and global change. While some authors underline the ethical claims of education, others have criticized that there is a problematic tendency to prescribe certain actions beyond ethical education. The article aims to provide an empirical contribution, including students’ and teachers’ perspectives, and geography textbooks, to the debate. Based on the results of an empirical study with 1001 secondary school students in Austria and Germany, we discuss the “ethical turn” and the moral code in sustainability education. The questionnaires are completed with students’ drawings, qualitative interviews with geography teachers and an analysis of geography textbooks. We argue that most students have a precise idea what sustainability and sustainable behavior means, but they harbor right-wrong binary perceptions of sustainable lifestyles. Many students lack knowledge of the interdependence of consumption and production networks, which impedes the understanding of complex sustainability patterns. Therefore, we recommend pluralistic and interconnected perspectives in sustainability, in the frame of school geography. A more democratic classroom contributes to develop an own moral compass. Additionally, passion and participatory approaches can help students reflect on their affective relationships with consumer goods and consider alternative consumption-production paradigms.  相似文献   

5.
ABSTRACT

This article explores the implications for Christian religious education of the theory of moral virtues formulated by Thomas Aquinas and developed by the contemporary Neo-Thomists. The analysis is divided into two parts. The first part introduces Thomistic virtue theory and presents cardinal virtues crucial for Thomistic ethics: prudence, justice, temperance and fortitude, as the reference points for moral education. This part also includes analysis of the relationship between cardinal and theological virtues, leading to the conclusion that Christian religious education also requires the development of theological virtues. The second part explores, through Thomistic theory, what factors condition the development of a person’s moral character (i.e. his/her moral virtues) and what those factors mean for supporting moral education within Christian religious education, initially within the context of Polish schooling. Particular attention is given to three issues: introducing the concept of responsibility for community members, introducing knowledge of moral virtues, and building a relationship with God.  相似文献   

6.

The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students.  相似文献   

7.
ABSTRACT

Since the Supreme Court’s 2007 Parents Involved decision, school districts have been pursuing integration in more legally and politically charged environments. The retreat of the federal government in the racial integration of schools is well documented, but less understood is what local school districts are doing to fill that void. This study documents the districts in the United States that are engaged in voluntary integration. We measure the racial and income segregation in these districts at the school level from 2000 to 2015, examining the relationship between integration methods and levels of segregation. We also measure block group-level segregation in these school districts during this time period to better understand residential patterns of segregation within the districts and contextualize school-level trends.  相似文献   

8.
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9.
ABSTRACT

This article seeks to rekindle a version of the age-old view that aesthetic education can contribute to the development of virtue. It proceeds as follows. First, it introduces the moral beauty view, whereby the moral virtues are beautiful, and the moral vices ugly, character traits. Second, two ways in which moral beauty and ugliness can manifest themselves are considered: in people and in artworks. Third, it is argued that character education couched partly in aesthetic terms, and coupled with the cultivation of a sensitivity to moral beauty and ugliness, promise a solid and motivationally robust anchor for moral character development. It is suggested that introducing the notions of moral beauty and ugliness in our conceptual repertoire, coupled with the presence of moral beauty in our surroundings, can undergird more traditional pathways to virtue, whilst being congenial to the maintenance of virtue. Before closing, three objections against these suggestions are addressed, and some avenues for exploring the notion of moral beauty vis-à-vis moral motivation and education are proposed.  相似文献   

10.
Abstract:

Moral education must be based on universal religious values, such as equality and faith, if it expects to have an impact on character development The central objective of our moral education programme is co‐operation. To specify what is meant by co‐operation, three of its aspects ‐‐ courtesy, consultation and service ‐‐ are discussed. Methods of facilitating moral development fall into three categories: ground rules, modelling, and moral reasoning. These methods must be used jointly if they are to be effective. Releasing the potential of both the society and the individual constitutes the goal of moral education.  相似文献   

11.
Abstract

In 1992, I conducted a study in two schools, the Scarsdale High Alternative School (SAS) in New York, a Kohlbergian Just Community Program for 16 years, headed by Tony Arenella; and Public School No. 825, a kindergarten to senior high school on the outskirts of Moscow, Russia, an experimental school in Developmental Education following the ideas of Lev Vygotsky, headed by Vladimir Karakovsky. This article presents a narrative comparison of the philosophies and practices of the secondary teachers in each school. The teachers’ philosophies seemed to be like Janus, facing in two directions‐‐outward toward the school culture, reflecting each school's shared norms and values, and inward, expressing each person's own values and ways of thinking. It was the influence of each school's culture that created the most striking philosophical differences. Teachers from Russia and the US held only one value in common: community. Other particular norms and values differed almost completely and seem to reflect the larger cultures of the US and Russia: affection and harmony rooted in love of Motherland for the Russians, and for the Americans, a sense of self and responsibility expressing the value of individualism. The paper first focuses on how teachers in each school conceived of the morality of teaching and of the moral authority of teachers. The focus then moves to a discussion of both the common and unique norms and values the teachers desired to transmit to their students, the practices they use and the moral conflicts they face. The article concludes with remarks about what we can learn from these schools for moral education.  相似文献   

12.
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   

13.
ABSTRACT

This article examines the issue of moral education and especially the role moral educators should take in schools. It critiques a number of well‐known positions, principally those of absolutism, the specification of content and relativism. The author suggests that, though the debate is an immensely difficult one, it is possible to suggest that what we should in fact be doing is giving children in school those attitudes, dispositions, abilities, concepts, skills and other qualities which constitute a good performer in the area of morality. He concludes by providing a list of demonstrably relevant features of this enterprise.  相似文献   

14.

This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues.  相似文献   

15.

Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abilities. Students with enriched informal learning environments had significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Likewise, students in inquirybased science classrooms showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms. There were no significant interaction effects. These results indicate the need for increased emphases on both informal learning opportunities and inquiry-based instruction in science.  相似文献   

16.
The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.  相似文献   

17.
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   

18.
ABSTRACT

Full virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood primarily as a method suitable only for children. This article examines whether Aristotle limited habituation to children and, if not, what the relationship between habituation and wisdom beyond childhood might look like. This article concludes that wisdom-guided habituation is also possible for adults who continue and confirm their already established virtuous habits. The implications of this for professional moral education are subsequently discussed.  相似文献   

19.
Abstract

Initiatives to cultivate character and virtue in moral education at school continue to provoke sceptical responses. Most of those echo familiar misgivings about the notions of character, virtue and education in virtue – as unclear, redundant, old-fashioned, religious, paternalistic, anti-democratic, conservative, individualistic, relative and situation dependent. I expose those misgivings as ‘myths’, while at the same time acknowledging three better-founded historical, methodological and practical concerns about the notions in question.  相似文献   

20.

This article reports on the educator qualities that are valued by Australian teachers involved in sexuality education in high schools. Focus groups were conducted with school sexuality education teachers in 19 high schools in five Australian states. Data indicated that teachers valued being trustworthy, being open and honest, being willing to listen, having a sense of humour, and being able to relate to the students, especially being able to relate in a trustworthy and confidential way. Also valued were being comfortable with one's own sexuality, being approachable and being flexible. These qualities are similar to those recommended in the literature in the 1970s and 1980s and correspond closely to the qualities sought by today's high school students. Australian schoolteachers currently enjoy a positive climate for teaching sexuality education, as do many European schoolteachers. This contrasts with the climate for many American teachers where Abstinence Until Marriage programme requirements place many restrictions on what can be taught and may compromise the expression of teacher qualities such as being non-judgemental, flexible, open and honest. The findings have implications for teacher professional development, pre-service teacher education training, and the selection of teachers to teach sexuality education.  相似文献   

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