Character education in schools in England is flourishing. I give many examples of the enthusiasm for it as well as drawing attention to the UK government's new ambivalence towards it. Character ...education seems largely impervious to the many criticisms to which it has been subjected. I touch on these only briefly as my focus is on a criticism that has received little coverage. This is because the virtues on offer are unstable. They are best understood as sites on which we contest our understanding of what it is to be a good person rather than reach conclusive answers. There is support for this argument in Aristotle, notwithstanding its many oddities and those of some modern uses of his conception of the virtues. The proliferation of the virtues in the practice and theory of education today is, I suggest, a sign of weakness and not of strength, while the very instability of the virtues demands that they be continually discussed and debated. This places them at the heart of any vision of education worth having.
The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, ...it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities.
This study aims to understand the current situation of character development education for students in the direction of agriculture, forestry, animal husbandry, and fishing in secondary vocational ...schools. A questionnaire was administered to 303 students in such vocational schools in Lanzhou city to collect data on their daily behavior, learning ability, psychological health, and vocational competence. The results indicate that students continue to face some issues in these four aspects. Therefore, educational suggestions have been put forward for schools, parents, and students to implement character development education, to help these vocational students form good behavior habits, maintain a healthy psychological state, and possess excellent professional qualities.
The article overviews and introduces the current issue of Filosofija. Sociologija. The topics include history of scientific and political thought, identity, (post-)truth, visuality and medialisation, ...imagination, creativity and fashion, etc. Issues in ethics and education are also discussed. The paper shows one way of uniting these disparate topics into a coherent whole.
Indonesia, nowadays, still deals with complex problems, such as national disintegration and social disharmony of a nation. Many regions experience disunity which is started from smallest unit into ...larger unit. This problem will threaten the unity of Indonesia. It becomes a serious problem so that it is important to optimize the role of education which leads to the insertion of character education in early learning. Teacher is expected to be able to implement the character education, including the preparation, implementation, and evaluation. The implemented character education should be synergized to the local wisdom of each region because it has its own cultural values which could be guidances toward the attitude. Character education which is synergized with local wisdom aims at achieving the vision of integration and social harmony of a nation.
Dezvoltarea morală de-a lungul vieții este un domeniu fascinant de cercetare. Primul studiu sistematic al concepțiilor pe care copiii le au despre jocuri, reguli, pedeapsă, dreptate și corectitudine ...a fost realizat de către J. Piaget. L. Kohlberg este foarte cunoscut mai ales pentru teoria sa despre stadiile dezvoltării morale, pe care a popularizat- o prin mai multe studii empirice efectuate în cadrul Centrului pentru Educație Morală al Universității Harvard. În decursul ultimelor cinci decenii, s-au acumulat numeroase cercetări despre dezvoltarea morală. Scopul acestei lucrări este de a trece în revistă principalele concepte și teorii încorporate în literatura din domeniul dezvoltării morale.
Adults deliver mixed messages to children about the acceptability of truth- and lie-telling across contexts. To probe this discrepancy, we investigated how adults evaluate children's truths and lies ...across various situations. Participants watched videos of children telling prosocial lies or hurtful truths that varied in their directness (blunt or subtle) and whether they were polite in nature or protective. They then provided impressions of each child and indicated whether they would reward or punish them. Results revealed a veracity by directness interaction, as blunt truth-tellers were judged most negatively when compared to liars and subtle truth-tellers, but only for polite lies. For protective scenarios, directness was not as influential. Further, participants said they would reward subtle truth-telling most. Results painted a complex picture of how children's prosocial lies are perceived and likely socialized, highlighting the importance of circumstances and manner in which lies and truths are delivered.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article offers a critical review of the research on moral and environmental education as a basis for building environmentalism. The review's objective is to present an ideological and ...philosophical theory and research on environmentalism through moral education. The bulk of this research involves empirical research that examines the correlation between moral education and environmentalism, ideologies produced by moral education, and philosophical arguments inherent in environmental education. A deductive argument is made following the review of the existing research on moral education to highlight the educational approaches that have been hailed as effective. Some of the environmental educational approaches identified as being effective include proactive environmental education, creating an environmentally conscious environment, and real-life environmental education simulations. The research also identifies moral education whose focus is the creation of a moral consciousness among learners as being critical for the development of environmental consciousness. Inculcation of religious education, creating a moral educational atmosphere, moral leadership, moral life simulations, and use of Ubuntu and Ukamu theoretical frameworks will bolster building a moral consciousness among learners. The argument presented in this article is that despite the existence of some contrary research, moral education can act as a bolster to positive attitudes, actions, and behaviors towards the environment.
In a note introduced into the second edition of Religion within the Boundaries of Mere Reason (1794), Kant assigns a systematic role to the General Remarks at the end of each Part of his book. He ...calls those Remarks, "as it were, parerga to religion within the boundaries of pure reason; they do not belong within it yet border on it" (RGV 6:52). As Kant sees them, the parerga are only a "secondary occupation" that consists in removing transcendent obstacles. This paper is skeptical of Kant's view. It proposes an alternative account, according to which the parerga are essential to our moral education, since they force human reason to confront its own limitations and resist the urge to take refuge in spurious religious beliefs. That urge, I argue, is linked to the propensity to evil, and uses religious orthodoxy to undermine moral religion. By clipping our dogmatic wings, the parerga encourage reason to face its own dialectical tendencies and direct its speculative interest to immanent practical use. This redirection counteracts the debilitating effects of the propensity to evil and plays a key role in our moral regeneration. To consider the parerga "derivative," as Kant himself does, is therefore a grave mistake.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel ...neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. Based on the reviewed neuroscientific research on morality, I will examine how evidence can support the model of moral education proposed by virtue ethics, Neo-Aristotelian moral philosophy in particular. Particularly, two main aims of virtue ethics-based moral education, the habituation of virtues and the cultivation of phronesis, will be discussed as the important purposes of moral education based on neuroscientific evidence.
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