Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Amy L. Baylor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains xiv, 242 pages. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-04Bitstream added on 2014-06-13T20:14:24Z : No. of bitstreams: 1 benetti_aacf_me_prud.pdf: 1006379 bytes, checksum: fee026a11a63fe713344ee9b146efb82 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação versa sobre “Vivências Morais na escola: uma análise piagetiana sobre crianças de 5 a 6 anos em situações de jogos infantis” e pertence à linha de pesquisa “Processos Formativos, Diferenças e Valores”, do Programa de Pós Graduação em Educação da Universidade Estadual Paulista, Campus de Presidente Prudente. A pesquisa originou-se de nossa preocupação em lidar com os conflitos e vivências morais das crianças em idade pré-escolar. Estabelecemos como objetivo investigar se a presença ou a ausência do adulto influenciam as vivências morais das crianças, quando participam de jogos dirigidos ou espontâneos, na escola. A pesquisa se deu a partir de situações de jogos, em que analisamos: a consciência e a prática das regras, o respeito unilateral e/ou mútuo entre crianças e entre crianças e adulto, a centração e a descentração, nas relações criança-criança. Para tanto, optamos por uma pesquisa qualitativa, buscando fundamentação na Teoria e Método Clínico de Piaget (1932/1994), mais especificamente sua Teoria do Juízo Moral na Criança (1932). Os dados empíricos foram coletados a partir de observações das crianças em situações de jogos dirigidos e espontâneos, entrevistas com elas (histórias elaboradas com base em suas vivências de jogos e brincadeiras), observações da rotina de duas salas de aula (pré-escola e 1º ano), caracterização desses ambientes escolares de acordo com escala de avaliação do ambiente sociomoral (TOGNETTA, 2003) e questionário respondido... / This research is about “Moral Experiences at school: Piaget‟s analysis about 5 – 6 years old children in playing games situation”. It is connected to “Formative Processes, Differences and Values” research line. This study rose due to our worry about dealing with pre school children conflicts and moral experiences. We aim to investigate if adults‟ presence or absence influences children moral experiences when they play guided or spontaneous games at school. The focus of this study was playing games situations when we analyzed: children‟s awareness and practice of rules, unilateral and/or mutual respect among them and adults, centration and non centration in child-child relations. In order to reach such aims we conducted a qualitative study based on Piaget‟s Method Clinical Theory (1932/1994), mainly the Children‟s Moral and Judgment Theory (1931). The empirical data was collected through children‟s playing guided and spontaneous games observation; we also interviewed them according to their stories about games and experiences. Besides, we observed the routine in two classrooms (preschool and 1st grade), we characterized those scholar environments according to socio-moral environment evaluation standard (TOGNETTA, 2003), and questionnaires answered by the classrooms teachers. We comparing children‟s judgment based on eight stories they had told us with their experiences and practices we had observed... (Complete abstract click electronic access below)

D.Litt. et Phil. (Philosophy) / With unsettling regularity the media reports about people from previously advantaged communities who commit acts of fraud in the workplace. From the above the following question arose. "Why do people from previously advantaged communities commit acts of fraud?" To try and kind an answer to this question interviews were conducted with people from previously advantaged communities to try and determine why they broke the law in this fashion. Two themes of note emerged from the transcribed interviews namely, motivation and justification with their subsequent categories and subcategories. The need to address this escalating problem is of paramount importance. The question now arises, "Which approach will be most suitable to address this problem?" Much research has centred upon managing the consequences of fraud rather than preventing it. This study proposes an approach that would prevent acts of fraud occurring in the workplace, rather than managing the consequences thereof. An educational approach is proposed to try and help prevent the escalation of such criminal acts. One can ask why an educational approach is proposed when the tusk of the educator lies basically within the academic sphere of the child's development only? The literature study undertaken for this research yielded a number of reasons as to why an educational approach may be the answer.

In the dissertation I argue for a reconception of moral education grounded in a Platonic conception of virtue and modeled on the form of spiritual practice. I argue that this education would be carried out through practices of virtue comprised of exercises designed to transform the practitioner’s modes of seeing and being in the world. These exercises would take the form of deliberate encounters with objects of interpretive resistance and would be scaffolded to hone the faculty of attention and adapt the patterns of experience to the patterns of virtue: rhythm, harmony, systematicity, and economy. I suggest that the activities that would constitute such practices are in no way alien to contemporary academic curricula; any manner of interpretive work provides an opportunity for these forms of experience. To conclude the dissertation I address literary interpretation as one example of a curricular activity that could be adapted into a practice of virtue and demonstrate how specific interpretive exercises could be extrapolated from the basic form I have developed.

No description available.

No description available.

No description available.

No description available.

No description available.