• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 1953
  • 1295
  • 528
  • 345
  • 160
  • 142
  • 125
  • 107
  • 88
  • 62
  • 62
  • 62
  • 62
  • 62
  • 59
  • Tagged with
  • 5920
  • 1105
  • 1088
  • 987
  • 952
  • 870
  • 673
  • 568
  • 463
  • 346
  • 307
  • 296
  • 275
  • 271
  • 267
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Moral relativism and reasons for action /

Streiffer, Robert. January 2003 (has links)
Texte remanié de: Diss.--Cambridge (Mass.)--MIT, 1999. / Bibliogr. p. 109-113. Index.
12

An assessment of teacher perceptions of attitudes toward character education

Bever, Julie A. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.
13

The effects of character education on positive self-esteem and academic achievement

Mollman, Stacie. January 2003 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
14

Hume's sentimentalism and moral motivation

Zhou, Yuqing, 周玉清 January 2013 (has links)
Why should I be moral? My thesis is dedicated to exploring how David Hume’s moral theory may answer this question. According to Hume’s psychology of action, only passions, desires and dispositions have motivational force, but reason alone has not. As Hume believes that morality is action-guided, he bases his moral theory on sentiments. The advantage of a sentiment-based theory is that it easily explains why we follow morality: as we have moral sentiments, we already have a motive to follow morality. However, it seems that a moral theory based on sentiments hardly explains why we follow impartial judgments, for original sentiments arising from sympathy are always partial. proposes a general point of view to correct unregulated sympathy. Adopting a general point of view, we leave aside personal interest and view a person through the eyes of those who are in his narrow circle according to the effects his character tends to cause. However, there seems be tension between sentimentalism and Hume’s general point of view. It is doubtful whether the judgments made from a general point of view are still sentiment-based and how we are moved to leave our personal standpoint to take up a general point of view when we are naturally more concerned with our own self-interest. Hence, the main difficulty for Hume’s moral theory is to explain what causes us to adopt a general point of view and act morally in a sentimentalist framework. I suggest that to get rid of the contradiction in the soul caused by our sympathy with others’ sentiments is the primary motive for us to adopt a general point of view. Moreover, understanding the limitations of human nature, we do not have overly high expectation of people; hence, we are satisfied with a person if he benefits his narrow circle and therefore limit ourselves to a general point view. / published_or_final_version / Philosophy / Master / Master of Philosophy
15

The development of moral ideas in children and adolescents

Swainson, Beatrice M. January 1949 (has links)
No description available.
16

Moral education: a philosophical investigation

容樂, Yung, Lock, Betty. January 1993 (has links)
published_or_final_version / Philosophy / Master / Master of Philosophy
17

Values education--theoretical notions and some practical applications

Wagschal, Harry George. January 1975 (has links)
No description available.
18

Max Frisch: moral og hermeneutikk : En komparativ studie av Biedermann und die Brandstifter og Andorra

Engi, Maria Therese January 2014 (has links)
No description available.
19

Lésion aux sentiments d'affection.

Polack, Janine. January 1942 (has links)
Thèse. Droit. Grenoble. 1942.
20

A Critical study of current theories of moral education

Hart, Joseph K. January 1910 (has links)
Thesis (PH. D)--University of Chicago. / Includes bibliographical references.

Page generated in 0.021 seconds