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This study examined the "Catch Them Young" approach as a game-changer in the fight against religious extremism in Nigeria with the aim of fashioning a Virtue Ethics-based framework for tackling and erasing religious extremism from Nigeria, especially in its violent forms. The study utilized the qualitative methodology, designed with the Almajiri Islamic system of education practiced in Northern Nigeria as case study. In data collection, the study utilized archival research and secondary data collection, using existing datasets from paperback and electronic books, academic journals, other academic works, newspapers, websites, electronic magazines, and other available media sources. The method of analysis was thematic. The study explored the theoretical frameworks through which the question of religious extremism has been studied. The study probed the approaches which the Nigerian goverenment has applied in its response to violent religious extremism and terrorism in Nigeria. The key findings of the study showed that political interest, unemployment, poverty, deprivation, ignorance and inadequate education are the major factors contributing to religious extremism in Nigeria. The existing approaches of military means (hard power) in combating religious extremism have not worked, and a feasible, proactive, non-military (soft power) means is needed. Results equally showed the Almajiri system in it's present state as counterproductive. Based on the success of youth programs with nearly the same goals as the catch them young strategy in other fields and/or in other places, the success of the "Catch Them Young" approach in virtue or character education of the Nigerian child is a feasible game-changing stratey to pursue in fighting religious exteremism in Nigeria. One limitation of the study is the small sample size, the Almajiri of norther Nigeria, which may not be representative of the entire population of Nigeria. This study serves as a reference for creating virtue ethics-based frameworks in the fight against religious extremism in Nigeria. More research is needed to give traction to the formulation and utilization of virtue ethics-based frameworks in the fight against religious extremism, and in every other field of human endeavor in Nigeria. This makes available more material to researchers, professionals and policymakers. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

The goals of higher education often entail the development of students' character. Rarely, however, are these character development goals connected to the unique design and delivery of distance education programs. Additionally, the research literature that explores the character development aspects of distance education is sparse. Thus the purpose of this study is to contribute to the understanding of how character development may occur in a distance context. Taking a hermeneutic phenomenological approach, I examined instructor and student perceptions of character development in a fantasy literature independent study course. Findings indicate that students perceived development of traits and strengths in the following areas: moral character (moral desires, moral discernment, and moral courage); relational character (improved relationships, open-mindedness, the sharing of learning with others, and improved communication); spiritual character (humility, faith, hope, and charity); and performance character (self-discipline and self-directedness in learning, analytical and deep approach to learning, imagination and creativity, appreciation of literature, motivation to continue education, and self-confidence). Participants also perceived a variety of corresponding approaches, methods, factors, and influences for bringing about such character development, such as (a) the applicability of literary themes and character attributes and experiences to their lives; (b) the conversational nature of the instruction (an invitational and deep learning approach, preparation for reading and analyzing the literature, offering choices to enhance engagement and relevance, asking questions that promote analysis and personal connections with the literature, affording multiple opportunities to write, and providing timely, encouraging, and helpful feedback); (c) a trusting, respectful, and friendly relationship between the student and instructor (obtained through the instructional conversation and the instructor's personal and engaging writing style, personalizing contacts, being helpful and showing concern, and being sincere and honest); (d) the independent study context (flexibility in time and location and a more independent learning experience); and (e) the students' readiness and agency (choices, initiative, and effort). Students also perceived interrelationships among these elements. The study offers possible implications for character development in the context of distance education, as well as directions for future research.

The liberal tradition has borne great fruits since the dawn of the modern era by emphasizing the value of equality and personal liberty, and by developing a theory of rights. Despite its incredible success, many authors have been pointing to fissures in the liberal structure, including practical and theoretical problems with state neutrality, with the state’s stance vis-à-vis different cultures, and with liberalism’s purported radical individualism. It is my belief that the gains of liberalism can be reconciled within a new theory that better answers to such critiques. Citizenship Beyond Liberal Neutrality begins with an analysis of contemporary debate between liberalism and its critics. This leads to a discussion of the state’s relationship toward cultural identities, and to a discussion of the meaning of citizenship within a liberal-democratic state. What we need, I argue, is a civic identity that is both capable of judging cultural practices, and capacious enough for a citizenry characterized by reasonable pluralism. This common identity, moreover, provides a locus for attachment that is often found wanting in contemporary liberal theory. I draw on relevant insights from virtue theories, constitutional patriotism, and an ‘analogical’ understanding of public reason to inform a new, liberal-like conception of citizenship. In order to exemplify this conception, and to bolster the case for it, I consider how such a philosophy could play out with respect to two public policy areas that are central to citizenship, namely education and immigration. Distilled to its simplest, I argue for a theory of citizenship that admits a conception of the good, that can promote virtue while respecting autonomy, and that can provide a basis for civic unity.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The liberal tradition has borne great fruits since the dawn of the modern era by emphasizing the value of equality and personal liberty, and by developing a theory of rights. Despite its incredible success, many authors have been pointing to fissures in the liberal structure, including practical and theoretical problems with state neutrality, with the state’s stance vis-à-vis different cultures, and with liberalism’s purported radical individualism. It is my belief that the gains of liberalism can be reconciled within a new theory that better answers to such critiques. Citizenship Beyond Liberal Neutrality begins with an analysis of contemporary debate between liberalism and its critics. This leads to a discussion of the state’s relationship toward cultural identities, and to a discussion of the meaning of citizenship within a liberal-democratic state. What we need, I argue, is a civic identity that is both capable of judging cultural practices, and capacious enough for a citizenry characterized by reasonable pluralism. This common identity, moreover, provides a locus for attachment that is often found wanting in contemporary liberal theory. I draw on relevant insights from virtue theories, constitutional patriotism, and an ‘analogical’ understanding of public reason to inform a new, liberal-like conception of citizenship. In order to exemplify this conception, and to bolster the case for it, I consider how such a philosophy could play out with respect to two public policy areas that are central to citizenship, namely education and immigration. Distilled to its simplest, I argue for a theory of citizenship that admits a conception of the good, that can promote virtue while respecting autonomy, and that can provide a basis for civic unity.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.