伍美蓮. / 呈交日期: 2003年1月. / 論文(哲學博士)-香港中文大学, 2002. / 參考文獻 (p. 227-241). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 1 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Meilian. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-241).

曾麗珠. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 108-115. / Zeng Lizhu [Zang Lai Zhu]. / 撮要 --- p.1 / Chapter 第一章 --- 研究問題 --- p.2 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 儒家倫理?東亞現代化 / Chapter (一） --- 韋伯的理論及現代的挑戰 --- p.6 / Chapter (二） --- 從儒定倫理的理論層面作評述 --- p.13 / Chapter (三） --- 具備中國文化特色的東亞商人文化 --- p.18 / Chapter (四） --- 小結 --- p.25 / Chapter 第二節 --- 課程社會學與德育課程 / Chapter (?) --- 課程界說 --- p.27 / Chapter (二） --- 意識型態?課程 --- p.28 / Chapter (三） --- 儒家的意識型態與德育課程 --- p.31 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究目的 --- p.35 / Chapter 第二節 --- 研究對象 --- p.36 / Chapter 第三節 --- 兩地?科書的編纂 / Chapter (一） --- 台灣教科書的編纂過程 --- p.40 / Chapter (二） --- 香港?科書的編纂 --- p.41 / Chapter 第四節 --- 研究工具 / Chapter (一） --- 分析架構 --- p.42 / Chapter (二） --- 量表?各項的涵義及細目 --- p.47 / Chapter 第五節 --- 研究假設 --- p.51 / Chapter 第六節 --- 研究方法 --- p.53 / Chapter 第七節 --- 研究限制 --- p.54 / Chapter 第八節 --- 先導研究 --- p.55 / Chapter 第四章 --- 研究結果與分析（?） (港台兩地?科書?的儒家概念的分析比較） / Chapter 第一節 --- 研究的焦點及分析方法 --- p.57 / Chapter 第二節 --- 兩地?科書?容分析結果比較 --- p.60 / Chapter 第三節 --- 總結 --- p.63 / Chapter 第五章 --- 研究結果與分析（二） (港台兩地?科書?的儒家概念分佈情況比較） / Chapter 第一節 --- 研究焦點 --- p.64 / Chapter 第二節 --- 兩地?科書中的道德概念在各儒家倫理 範疇分佈情況比較 --- p.65 / Chapter 第三節 --- 兩地?科書的德育概念在各實踐層次 的分佈情況比較 --- p.75 / Chapter 第四節 --- 總結 --- p.97 / Chapter 第六章 --- 總結 / Chapter 第一節 --- 研究結果綜合 --- p.99 / Chapter 第二節 --- 研究結果剖析 --- p.102 / Chapter 第三節 --- 研究意義 --- p.105 / Chapter 第四節 --- 研究限制 --- p.107 / 【附錄】 一.英文參考書目 --- p.108 / Chapter 二. --- 中文參考書目 --- p.112 / Chapter 三. --- 教科書?容分析結果 --- p.116 / Chapter 四. --- 圖目次 --- p.145 / Chapter 五. --- 表目次 --- p.146

The purposes of the present research were two-fold. The first purpose was the development of a test construction strategy by which an objective assessment device, based upon the unique goals of moral education within a specific school district, may be developed. The second purpose was the actual development of a psychometrically sound instrument based upon such goals. To accomplish these aims, seven interrelated studies were conducted involving a total of 775 subjects. The rationale for the nature of the test was based upon the assumptions of the direct approach to moral education. These assumptions are that children should learn and exemplify in their behavior certain values that are viewed by the community as essential to adequate socialization. Such values have been indentified by educators of the Salt Lake City School District. Therefore, the goal of measurement was the development of a test that would discriminate students who exemplify these values in their behavior from. those students who do not. The instrument was developed for the assessment of groups to aid curriculum evaluation in moral education. Disclaimers are made regarding the assessment of individuals using the instrument. The reported studies concerning the development of the test include: (1) the intial writing and field testing of the hypothetical dilemmas and alternative solutions used in the test, (2) the revision of the test based upon the field testing, (3) the item analysis and validation procedures, (4) the cross-validation of selected items, (5) an analysis of the content validity of the dilemmas that compose the test, (6) the establishment of the reliability of the test, and (7) an assessment of the effects of socially desirable response sets on test scores. In addition, normative data regarding test scores for each grade tested and a parent group were presented. The instrument developed through these procedures is an objective group test, applicable to grades 5 through 12. A content validity study provided reasonable evidence that the dilemmas that compose the test are logically related to the value goals proposed by district personnel. Studies of the reliability of the test revealed reliability coefficients from .82 (stability) to .92 (internal consistency). The concurrent validity of the test was established by selecting items that discriminated between groups of students who were identified as either exemplary of the district values or non-exemplary of the district values. These items were then successfully cross - validated on an independent sample of similar criterion groups. In addition, two studies related to the effects of socially desirable response sets on test scores were conducted. The limitations of the present research are discussed and suggestions for further research regarding the instrument are made.

Thesis (Ed.D.) -- Teachers College, Columbia University, 2004. / Includes bibliographical references (p. 231-236) Also available on the Internet.

The study was designed to investigate the practices of Christian college educators in identifying and translating ethical and moral ideals into written character development objectives for integration into curricular and co-curricular activities. A second purpose was to determine what sponsored curricular and co-curricular activities were designed as effective means to develop desirable character traits in students of the institution.Chief academic officers and chief student personnel administrators from seventy Christian Coalition colleges were mailed character development strategies questionnaires. Of the 140 surveys mailed, 85 were returned for a sixty-one percent response rate. Data were analyzed by frequency distribution, measures of central tendency, and measures of dispersion.Major conclusions included:1) The lack of coherence and pervasive integration-of the institutional mission and ideals into curricular and cocurricular programs has contributed to the diminishing distinctiveness of Christian higher education.2) Moral reasoning is considered to be the most effective approach in promoting character development in Christian Coalition students and values clarification was rejected as a viable approach.3) The neglect of developing an assessment strategy to calibrate student integration of desired moral and ethical ideals contradicts the espoused importance, intentionality, and purposefulness of character development of students as a central mission and justification of Christian education.4) There is little difference between public and Christian higher education regarding the intentional programming of character development in students.

The purpose of this study was to investigate the relationships between parental attitudes and moral development of a selected group of Greek children, age 5.0 - 6.0The following instruments were used: The Georgas Intelligence Test for Children; Shoben's University of Southern California Parent Attitude Survey; and Piaget's Stories on the Moral Judgment of the Child followed by semi-structured interviews, along with pictorial representations of Piaget's stories.The subjects were fifty two males and forty-eight females enrolled in five private upper middle class kindergarten classes in the Athens area.An analysis of variance (ANOVA) was used to analyze two null hypotheses. A chi-square analysis was used to test the remaining null hypothesis. Post hoc analysis, using analysis of variance on simple effects was conducted to further interpret the results. The .05 level of confidence was postulated for the rejection of the three null hypotheses.The results of this study indicated that: 1) there is no relationship between the sex and moral development of preschool children, however further statistical investigation indicated significant interactions with sex by certain variables or with sex within a story, 2) there is a relationship between parental attitudes and the moral development of preschool children, and 3) there is a relationship between intelligence scores and the moral development of preschool children.The most significant psychological/educational implication was that moral development of preschool children depends on parental attitudes which influence the child's concept of moral issues. Awareness of the child's cognitive and emotional readiness to integrate moral concepts can help promote moral judgment.

In this thesis I argue literary readership allows us to gain imagined experiences necessary to sympathize with people whose experiences are different from our own. I begin with a discussion of Adam Smith’s conception of sympathy and moral education. Although sympathy is a process we take part in naturally as members of a society, we can only be skilled spectators if we practice taking the position of the impartial spectator and critically reflect on our judgments. As I will argue in this thesis, literature provides a way for us to practice spectatorship without the consequences that come along with making mistakes when judging real people. Literature also provides a way to build up a stock of experiences, which can be applied together with our personal life histories to create the most informed judgments possible.

Rousseau notoriously praises ignorance and censures learning for the moral corruption that it has inflicted upon his age, yet he admits that the arts and the sciences are good in themselves. I consider the effects of learning and knowledge on moral education, in an effort to answer the following question: What is the role of ignorance in moral education for Rousseau? While some interpreters have acknowledged his sensitivity to various groups in society with regard to moral education, none has properly systematized the different types of ignorance that Rousseau praises or identified the benefits of those types of ignorance to various individuals and societies. I distinguish the savage’s ignorance from that of Socrates and identify another important type of ignorance, the benefits of which stem from our natural sentiment and innate curiosity.

Syftet med uppsatsen har varit att se vilka värderingar elever har efter genomförd religionskurs och hur dessa stämmer överrens med lärarnas ambitioner. Genom en intervjustudie av elever och lärare har jag fått fram en bild av både värderingarna och ambitionerna. Dessa diskuteras mot bakgrund av läroplanen och kursplanen samt det medborgerliga utbildningsperspektivet, citizenship education. För att förstå elevernas värderingar bättre har jag använt mig av Bourdieus sociologiska teorier, vilket gett mig en bild av att skolan inte kan ta på sig hela ansvaret när det gäller överförandet av samhällets värden.

Thesis (M.S.A.)--University of North Carolina at Wilmington, 2003. / Vita. Includes bibliographical references (leaves : [54]-56).