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Larry Nucci 《Journal of moral education》2016,45(3):291-307
This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: (1) the gradual application of morality in broader adult contexts, and (2) the result of social discourse and progressive readjustments at the individual and societal level of views of the morality of societal practices. Postconventional moral reasoning is not a rarified stage of moral cognition, but an orientation and set of discourse skills potentially available to all normally developing adult moral reasoners. 相似文献
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回想起来,"忍者追捕"涉及的是一个席卷斯塔顿岛的连环"忍者盗贼"。"武当乐队"正是发祥此地且名声在外,出于对功夫电影的敬意,在很久以前他们把这个地方戏称为"少林"。这个特别的盗贼,如今已被认定在过去的七个月里洗劫了十八户人家。九月,他在东安山的基奥洛家作案时,遇到了当地居民菲儿·基奥洛,"忍者盗贼"之恶名便是源自此案。他一身黑衣,戴着黑色面具,基奥洛说道,那盗贼还拿着双节棍。他用那副双节棍击打基奥洛的 相似文献
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当你作为外邦人来到一个全新的国度,能让你感到最为兴奋的便是碰触那个国度里最为民生的部分:小景点、繁忙的交通、做运动的老人家、使着各种招揽伎俩的小贩……你见到的一切都那么真实,每个人都在努力地生活着,不知不觉中,你已深深地为这个纯朴而真实的国度所吸引…… 相似文献
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Marie S. Tisak Larry P. Nucci Amanda M. Jankowski 《Early education and development》1996,7(2):137-148
Preschool children's social interactions with teachers and peers were observed in the context of moral and prudential events. Twenty groups of children were observed during free play for a total of 164 hours (8 hours per each group). Four types of moral transgressions were observed: physical harm, psychological harm, property loss, and property damage. The majority of the moral transgressions pertained to physical harm and property loss. There were equal frequencies of both moral and prudential physical harm acts; Moral physical harm acts resulted in actual harm; whereas, prudential acts were only potentially harmful. Teachers responded differently to moral and prudential rule violations. Gender differences were noted with regard to instigator, victim teachers' responses, and victims' responses. 相似文献
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God's Word, Religious Rules, and Their Relation to Christian and Jewish Children's Concepts of Morality 总被引：1，自引：0，他引：1
2 studies were conducted of children's concepts of moral and nonmoral religious rules. In Study 1, 64 Amish-Mennonite children (ages 10, 12, 14, 16) were asked to evaluate 4 moral and 7 nonmoral religious rules as to rule alterability, generalizability, and whether the status of the acts was contingent on the word of God. As a second aspect of Study 1, 64 Dutch Reform Calvinist children were asked to determine whether God's commands could make a harmful act morally right. Study 2 replicated the basic design of Study 1 with 64 Conservative and 32 Orthodox Jewish children. Findings were that subjects differentiated between moral and nonmoral religious issues. Moral rules and some nonmoral rules were seen as nonalterable by religious authorities. The status of moral (but not nonmoral) acts was generalized to members outside the religion and was not viewed as contingent on the existence of statements from God. Judgments regarding moral issues were justified in terms of justice and human welfare considerations; nonmoral issues were evaluated in terms of their normative status. Some denominational and age effects were found. Findings supported the proposition that social knowledge is constructed within conceptual systems that represent fundamental categories of social experience. 相似文献
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Mothers' Concepts of Young Children's Areas of Personal Freedom 总被引：2，自引：0，他引：2
White suburban working- to upper-middle-class mothers ( N = 40) of children ages 5 and 7 were interviewed regarding their concepts of children's areas of personal discretion, autonomy, and individuality. Mothers treated standardized moral, conventional, and prudential items as issues that mothers should control, while standardized personal items were treated as up to the child. In open-ended interviews, mothers reported setting limits around issues of safety, family conventions, and daily routines but permitted children to make decisions about food, recreational activities, clothes, and playmates. Mothers viewed mother-child conflict as occurring over these same issues and viewed children's choices as helping them to develop autonomy and competence. Mothers viewed their roles as educators and nurturers and valued the development of individuality in their children, which was thought to emerge in infancy or toddlerhood. Few age differences were observed, but gender differences were found in the ways mothers characterized boys and girls' resistances to parental authority and in the content of mother-child disputes. Results were interpreted in terms of the emergence of the personal domain in children. 相似文献
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MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
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MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365
Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms
of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice
programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary
Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had
participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice,
and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine
which specific aspects of the project they believed had most influenced the development of their current classroom practice
in teaching science.
Specializations: inservice and preservice in primary science and technology. 相似文献
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