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The sustainability of an Ignatian religious school in Hong KongYuen, Wing-hang, Henry. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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Philosophical discussion in moral education the community of ethical inquiry /Sprod, Tim, January 2001 (has links)
Based on thesis (doctoral)--University of Tasmania. / Includes bibliographical references (p. [213]-222) and index.
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Changes in the conception of moral education in China in the post-Mao periodCheung, Yu-pang., 張宇鵬. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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Moral education: the cognitive-developmental approach in the middle schoolZitko-Peters, Beth Ellen January 1977 (has links)
No description available.
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Character education in the secondary schoolsKirby, Wesley Daniel January 1929 (has links)
No description available.
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Global education as moral education: building a community of concernDarling, Linda 11 1900 (has links)
In this dissertation, I construct and defend a conception of global
education as a moral enterprise. I argue that the ethical and political
commitments which should be at the heart of programs have not been made
explicit or central. Fundamental commitments to democracy are incompatible
with global education that focuses mainly on existing world systems and
relationships, and promotes national interests. The foundations of global
education should be those that underlie projects of communicative ethics,
defined here as frameworks for uncoerced communication between particular
individuals in actual contexts. On this view, global education is education toward
just and respectful exchanges across social, political, and cultural differences.
A central feature of this conception is the development of a defensible
global perspective. To attain such a perspective is, in part, to develop the
sensitivities and dispositions that will help one understand and appreciate
another’s point of view. This kind of understanding can only be partial and is
often problematic. There is always the possibility of misunderstanding, even
incommensurability. Further, understanding does not entail agreement. Dialogue
needs to proceed cautiously and with awareness of the potential for coercion.
Nevertheless, it is hoped that educational efforts toward communicating with
others will lead to the mutual recognition of some commonalities, and may
eventuate in the construction of a limited global community of concern.
There are a number of communicative virtues necessary for listening and
speaking to individuals who are beyond the boundaries of our existing local and
national concerns. The three moral dispositions presented here are especially
important. Empathy, tolerance, and a sense of justice are discussed in terms of
meeting the challenges of communicating across differences and distance. Classrooms are places where these virtues can be carefully cultivated, and
where the possibilities for constructing community can be explored through
defensible programs of global education.
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Overlapping consensus : a model for moral education and moral deliberation in pluralistic societiesWelch, Thomas A. January 2005 (has links)
Pluralism, the variety of philosophical, moral, cultural and religious worldviews of contemporary society, is a characteristic of Western democracies. This places upon such societies a great challenge for the teaching of moral principles in schools and for the establishment of such principles in the public sphere. John Rawls's political idea of an overlapping consensus is a principle of decision-making that can be used as a model for arriving at principles for moral education and also as a model for moral deliberation in the public domain. Multicultural narratives can play an important role in enhancing the creation of an overlapping consensus on public moral issues in pluralistic societies. They can be examples of the kinds of challenges involved in the moral decision process and also serve to illustrate the importance of moral perception as a complement to moral reflection in the task of moral deliberation. Teaching the multicultural nature of modern civilization and also the universal incidence of the democratic council tradition can strengthen citizens' sense of mutual respect in the course of public speech. This can help to develop a culture that is more open to the formation of an overlapping consensus on matters that concern public morality.
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Engaging the moral imagination through metaphor : implications for moral educationCourte, Lisa J. January 1998 (has links)
The first contemporary approaches to moral education emphasize, moral reasoning skills and value analysis. The possible role of imagination in moral understanding is, by and large, neglected. More recent approaches suggest engaging the imagination can benefit moral education. The concept of imagination, however, remains elusive. As the capacity to consider the possible beyond the actual, imagination is a valued educational tool. It is offered that morality and the opportunity for meaningful interpretation of human experience may best be conveyed in symbolic terms. Metaphor, once viewed as an ornamental product of language, has been rediscovered; claiming a position in our comprehension of human understanding. This thesis proposes that engaging the imagination through metaphor is critical for moral education on the basis that our moral understanding is fundamentally imaginative and metaphoric in nature.
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Moral education in the emerging Chinese societyYang, Jie, 1983- January 2007 (has links)
Since the "reform and opening-up" policy, Chinese society has been greatly affected by rapid industrialization, the installation of a market economy, and exposure to Western ideas and practices. These changes are having an impact on the current moral education program in varying degrees of intensity. The purpose of this thesis is to develop a framework for moral education in a meaningful and practical manner, and to provide an antidote to the current confusion regarding values in China. This thesis examines moral theories from both Eastern and Western perspectives. It focuses on Confucianism and Storytelling primarily. Confucianism, specially the Five Constant Virtues, still has practical value for a modern Chinese society. The storytelling approach, it is argued, creates the opportunity for critical thinking and self-reflection, and embraces both traditional and modern concerns. I conclude that a new moral education curriculum integrating Confucianism and storytelling is particularly promising in this regard.
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Parents' perspectives on the role of the school in citizenship and moral education.Coetzer, Erika January 2007 (has links)
<p>The purpose of the study was to explore what parents expect of schools regarding citizenship and moral education. It was argued that it is important that parents' views are taken into accouint when exploring citizenship and moral education in the schools in order to enhance congruence between values and associated virtues promoted at school and at home.</p>
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