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1.
Carsten Fogh Nielsen 《Journal of moral education》2019,48(3):381-392
ABSTRACTThis article proposes that Catherine Elgin and Nelson Goodman’s work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin and Goodman’s account of exemplification to also cover ethics, the article develops a two-factor account of moral exemplarity. According to this account, instantiation and expressivity are individually necessary and jointly sufficient conditions for someone or something to function as a moral exemplar. Applying this two-factor account of exemplarity to discussions within the philosophy of moral education the article then argues that it is the expressive aspect of moral exemplars, which explains and justifies the educational significance of such exemplars. The article concludes by discussing the similarities and differences between the expressivity account and the transparency criterion formulated by Michel Croce and Maria Silvia Vaccarezza in a recent paper. 相似文献
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Natasza Szutta 《Journal of moral education》2019,48(3):280-290
ABSTRACTThe article makes a number of critical remarks concerning Linda Zagzebski’s exemplarism. On the positive side, I argue that one of its strengths is the focus on motivation as an important factor in moral education whilst, on the negative, I draw attention to two issues. The first is that Zagzebski’s notion of moral exemplars is insufficient since it is too narrow, merely focusing as it does on high standard moral heroes while neglecting more usual moral agents who at least in some respects may also play the role of exemplars. Secondly, I find Zagzebski’s view of admiration (as a fundamental notion in building a moral theory) to be somewhat circular. 相似文献
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Coaches have the potential to influence athletes’ moral development, especially at the collegiate level—a powerful period of growth in young adults’ lives. As central agents in athlete moral education, coaches’ moral development and understanding of professionalism is currently unknown. The purpose of this study was to increase understanding of the ethical professional identity development of sport coaches. In-depth interviews based on moral exemplar and moral identity development theories were conducted with NCAA Division-I collegiate head coaches (n = 12) in the United States who were peer nominated ‘moral exemplars’. Interviews elicited themes of moral exemplarity, professionalism, and above average ethical identity development. Results can inform and improve coach education for current and future members of the profession. 相似文献
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《Journal of moral education》2012,41(4):495-510
An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform. 相似文献
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同属亚洲的日本和新加坡在多元文化的冲突与融合中有很多相似之处,但同时又存在诸多不同。围绕两国学校德育的指导思想、主流价值观、方式方法和德育环境等方面探讨它们学校德育的差异性,可以为我国德育工作提供些许理论与实践参考。 相似文献
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Koji Tachibana 《Journal of moral education》2019,48(3):346-357
ABSTRACTLinda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness of virtue in his theory of virtue development in the Nicomachean Ethics. 相似文献
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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
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程伟 《中国教育科学(中英文)》2021,(2):122-132
以往研究在德育教材编写的理念、德育教材的功能和定位、优秀传统文化与社会主义核心价值观融入德育教材的路径等方面提出了一些富有新意和价值的观点,值得肯定。但是,以往研究也存在一些不足。在研究基础方面,教材编写理念研究成果丰富,教材基础理论研究薄弱;在研究视角方面,侧重教材编写者视角的研究,忽视教材使用者视角的研究;在研究内容方面,教材内容研究分散,基于课程标准的教材研究欠缺;在研究范围方面,注重教材编写研究,忽视教材建设其他方面的研究;在研究深度方面,重视个别国家教材的介绍,缺乏对其深度反思;在研究方法方面,多采用常规方法,较少运用教材研究常用方法。基于以往德育教材研究的问题以及德育教材的时代境遇,未来德育教材研究要加强基本理论研究、关注德育教材的使用研究、侧重基于课程标准的德育教材研究、拓展德育教材的研究范围、增进对国外德育教材研究的深度反思、重视运用教材研究常用方法。 相似文献
10.
Stefano Passini 《Journal of moral education》2016,45(1):74-86
Research has analyzed the relationship between moral identity—the extent to which people experience their moral character as being central to their self-conception—and the inclusion of other people within one’s own moral circle. These studies underline that the higher the moral identity, the larger the moral circle. However, recent studies have observed that a person with a high moral identity feels morally obliged towards close people and may be intolerant towards distant groups. The aim of the present research was to deepen the differences between moral identity and moral inclusion considering prejudicial attitudes, ethnocentrism, altruism and values. The results indicated that moral identity alone does not imply a reduction in intolerant attitudes. Instead, when moral inclusion is considered, the results even show a positive effect of moral identity internalization on prejudice and ethnocentrism. Moreover, moral identity internalization has an effect on values of benevolence, security, tradition and conformity. Hence, a strong moral identity does not denote an extension of one’s own moral circle. Instead, this variable is related to intolerance towards those groups considered not to be included in one’s own moral community. 相似文献
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In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom. 相似文献
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重视道德教育是各国教育发展的共同趋势 总被引：27，自引：0，他引：27
田国秀 《首都师范大学学报(社会科学版)》1996,(5)
２０世纪以来，由于过分强调发展科技而忽视了人文教育，给人类生活带来了一系列的负面影响，从而导致全球进一步发展的严重受阻。为摆脱困境，开辟社会发展的新前景，近年来，世界许多国家纷纷开始关注对年轻一代的人文教育，美国、日本、新加坡、韩国等分别采取了各具特色的举措，并取得了一定的成效。它们的做法给我们不少启示。 相似文献
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Lani Watson 《Journal of moral education》2019,48(3):303-315
ABSTRACTOne natural application of Linda Zagzebski’s exemplarist moral theory (EMT) is found in the context of moral and intellectual character education. Zagzebski discusses this application in her recent book, commenting that ‘exemplars can serve as a guide for moral training’ (p. 129) and endorsing ‘the learning of virtue by imitation’ (p. 129). This theme has been pursued compellingly by authors working at the intersection of virtue ethics and education, contributing to an emerging case for exemplarist-based approaches to character education. I focus on intellectual character education and draw attention to an interesting case in which exemplarism in the classroom may be seen to inhibit, rather than promote, the development of intellectually virtuous character. This is the case of virtuous inquisitiveness. 相似文献
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We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995–2003). The majority of the studies focus on the ‘what’ and ‘why’, i.e. the objectives, of curriculum‐oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the ‘how’) is relatively sparse. Most studies on teaching strategies for moral education recommend a problem‐based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum‐oriented moral education and its effects on students’ learning outcomes. We recommend that future research on curriculum‐oriented moral education includes the subject areas encompassing moral issues and the social differences between students. 相似文献
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Vincent Stolk Willeke Los Sjoerd Karsten 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):685-706
Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the experience of a cultural or existential crisis that came over Europe as a consequence of the war. This crisis also caused Dutch pedagogues to reflect on the war. Leading Dutch pedagogues wrote in their journals how education had to be changed in order to prevent a future war or to preserve moral values in their country, which was not (yet) part of the warfare. To characterise this effort, we introduce the concept of cultural mobilisation, following recent developments in the historiography of the cultural dimensions of the Great War. Based on an in-depth analysis of Dutch pedagogical journals, ranging from Protestant, Catholic and socialist to humanist and anarchistic world views, we focus on three pedagogical debates that were influenced by the Great War. The first debate focuses on peace education and shows how pedagogues rejected the war pedagogy of their German colleagues in particular and advised teachers to pass on a peace-loving message to their pupils. The second debate focuses on the reception of Montessori education and the third on Foerster’s and Kerschensteiner’s social pedagogy, both in light of the desire of pedagogues to improve moral education in the school. 相似文献
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刘虎 《佳木斯教育学院学报》2012,(9):248-249
中等专业学校的德育课是加强和改进学生思想政治教育的主渠道和主阵地。因而应加强对德育课的教学探讨,文章从明确的德育目标、学校的认真安排、高质量的课堂教学、高素质的教师队伍、多形式的实践活动五个方面浅谈了如何提高中等专业学校德育课的教学质量。 相似文献
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改革开放促进我国经济社会发展,引起人们生活方式和分配方式的变化,出现了社会价值现念多元化局面。学校德育应通过创新来面对挑战。学校德育创新主要应强化德育在学校教育中的地位;理直气壮的弘扬社会主义的核心价值观念——集体主义;联系学生生活实施德育;采取活动化的实践模式来保证学校德育的正确方向,提高德育的针对性和实效性。 相似文献
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丁其春 《福建教育学院学报》2012,(3):26-28
德育是教育的灵魂,尤其是卫生高职院校应把大学生的德育放在比较突出的位置。卫生高职院校化学教材中含有丰富的德育内容,化学教师应充分对这些素材进行挖掘,并在教学中适时把德育寓于化学教育之中,对卫生高职大学生养成良好的思想道德素质,树立正确的人生观、价值观和世界观,提高全心全意为人民服务、救死扶伤的思想认识具有重要作用。 相似文献
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Randall Curren 《Journal of moral education》2014,43(4):484-499
This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won’t the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress. 相似文献