The question of morality related to adolescents now seems to be a thorny issue which gets into those in authority in South Africa. So far, nobody denies that the moral fibre in live of people is deteriorating at all age levels. The adolescents are probably most vulnerable. Various research projects, obviously have been conducted in relation to morality, however, serious problems are still experienced with regard to the perception of morality by adolescents. Consequently, the aim of this research is to explore and describe how adolescents perceive morality, and to draw guidelines which will be used by educators to assist adolescents in their moral development. This research can therefore contribute in helping the adolescents acquire the knowledge of factors that affect their perception of morality. This will help them not to be a menace to society. An explorative, descriptive, contextual and qualitative design was followed to conduct this research. A purposive sample was used and the young people had to satisfy specific criteria pertaining to being adolescents. Focus group interviews were conducted. Adolescents between fourteen and eighteen years of age participated. After the interviews had been recorded on audiotape and were transcribed, Tech’s method of data analysis was followed to analyze the data and ensure that trustworthiness is maintained. The results brought the following themes to light: • Expression of adolescents’ perception of morality • Morality versus immorality • Crime • Parents identified as neglecting and abusive • Adolescents expressed concern that their parents’ perception of certain aspects of life is not acceptable. It is evident that the conduct of adolescents is determined their perceptions of morality. As a result it is hoped that if due acknowledgement is made that educators and parents need to give proper guidance to adolescents about moral principles, harmonious interaction will prevail in both the home and the school. / Prof. C.P.H Myburgh

Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study discusses the union among relations based on the philosophical proposals of Immanuel Kant (1724-1804) focusing on some of his practical philosophy such as Morality, Religion and Education. The aim into attempting to rebuild the course of Kant practical philosophy is to present the development process and the contribution of pedagogy in the process of moral formation. The objective is to present in an articulated manner, the idea of progress and improvements on human conduct along with the project on the metaphysics of moral and its ending of uniting all men of good will, in other words, in an ethical community way. First, the moral law is presented as a necessary condition for a good conduct in oneself, straying from any sensible representation in which it pretends to serve as a reference to every virtuous conduct. The explanation being held in this study is only about the possibility of a purely moral conduct, and only if the reference for the formulation of a good character is based on the rational law. However, the requisite for a good moral character is only valid if in accordance with practical reason law. Concerning the union of men, the consequence of this match is the origin of evil just as the union of some equal virtuous interest is capable of overcoming bad actions due to ideas of an ethic community. Finally, in the third chapter, the research strategy does not apply only to Pedagogy but also to other several masterworks, aiming to systematize the proposal of a moral education, seen by Kant, as essential and indispensable on the formation of a virtuous individual member of a certain ethic community. / O presente trabalho aborda o enlace e as relações da proposta de Immanuel Kant (1724-1804) no que tange a alguns temas de sua filosofia prática, a saber, Moralidade, Religião e Educação. Esta tentativa de reconstruir o percurso destes conceitos da filosofia prática kantiana tem por intenção apresentar o processo de desenvolvimento e a contribuição da pedagogia no processo da formação moral. O objetivo é apresentar, de forma articulada, a ideia de progresso e aperfeiçoamento da conduta humana, condizente com o projeto da metafísica da moral e seu desfecho na união de todos os homens de boa ação, ou seja, na forma de uma comunidade ética. Inicialmente apresenta-se a lei moral como condição necessária para uma boa conduta em si, afastando-se de qualquer representação sensível que pretenda ser referência para toda conduta virtuosa. O que se busca explanar aqui é apenas a possibilidade de uma conduta puramente moral, desde que a referência para a formulação da boa conduta esteja ancorada na lei racional. Contudo, o requisito para uma conduta moralmente boa é sua validação a partir da lei pura da razão. Kant atribui a origem do mal ao encontro dos homens. De forma que nosso autor acredita que a solução para o mal está justamente na unificação de um mesmo interesse virtuoso, único capaz de superar ações más por conta da ideia de uma comunidade ética. Por fim, no terceiro capítulo, a estratégia de pesquisa não se restringe apenas a obra Pedagogia, mas a várias obras, procurando sistematizar a proposta de uma educação moral, vista, por Kant, como essencial e indispensável na formação de um sujeito virtuoso, membro de uma esperada comunidade ética.

The purpose of this study was to explore the interaction between respect or disrespect and the customer value proposition, including identifying experiences of respect or disrespect, within the context of low income consumers. The study was conducted by means of exploratory research, applying the critical incident technique, whereby a positive and a negative experience in the marketplace was analysed for each low income participant. The study showed that low income consumers value respect in the marketplace, and are typically prepared to pay a premium for respectful treatment. As regards disrespectful treatment, the study showed that low income consumers have a strong tendency to complain when faced with disrespect, and if this is not remedied, the low income consumer is extremely likely to not purchase from the relevant supplier then or in the future, regardless of price or convenience. This study also highlighted various actions or behavior categories that low income consumers consider respectful or disrespectful within the marketplace. / Dissertation (MBA)--University of Pretoria, 2013. / lmgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

The purpose of this study was to explore the interaction between respect or disrespect and the customer value proposition, including identifying experiences of respect or disrespect, within the context of low income consumers. The study was conducted by means of exploratory research, applying the critical incident technique, whereby a positive and a negative experience in the marketplace was analysed for each low income participant. The study showed that low income consumers value respect in the marketplace, and are typically prepared to pay a premium for respectful treatment. As regards disrespectful treatment, the study showed that low income consumers have a strong tendency to complain when faced with disrespect, and if this is not remedied, the low income consumer is extremely likely to not purchase from the relevant supplier then or in the future, regardless of price or convenience. This study also highlighted various actions or behaviour categories that low income consumers consider respectful or disrespectful within the marketplace. / Dissertation (MBA)--University of Pretoria, 2013. / lmgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

D.Ed. / The heart of democracy, as reflected in the Constitution of South-Africa, announced in 1996, is the acknowledgement of human dignity. As result of the Constitution, the National Schools Act was also announced in 1996. The focus of this act is also to promote human rights by eliminating any form of discrimination. The rejection of discrimination and acknowledgement of human dignity implies that all humans are respectable. Respect is one of the cornerstones of ethical norms and therefor all human beings should, as from early childhood, be encouraged to obey this norm. The National Schools Act makes it very clear that education is considered to be the most important factor in reaching this goal (Potgieter, et.al ., 1997:6&7). In a guiding document for the incorporation of alternative discipline (Department of Education, 2001:9) the statement is made that positive discipline is the focus of the Schools Act's code of conduct. This "positives discipline" implies that teacher will commit themselves to the facilitation of the values and attitudes of peace, tolerance, respect, dignity and human rights. General discipline-problems and the increasing rate of crimes committed by youth is probably caused by increasing moral decline. The most important area of deficiency in universal communities is the value which people attach to the norm of respect (Lickona, 1991:43). There are several possible causes for the lacking value systems of young people, but the most important are possibly the secular attitude and dualism of roll models and educators (Curtin, 2000:7). Because narrative writers usually focus on problems resulting from community aspects, their creative products offer a unique source in the facilitation of ethical values (Kearny, 2002:6). Readers can identify with characters of the narrative text. During this "identifying"-process readers are led unconsciously into a situation of rethinking the underlying values which the narrative characters attach to norms — which come to light through the choices of action made by the characters. This rethinking of the actions of the narrative characters results in sensitising the values which the readers themselves attach to the related norm. The aim of this research was to design, implement and evaluate a psychoeducational learning program in the learning area Language, Literacy and Communication for learners in secondary schools (adolescents). The aim of the program was to determine to what extend the value, which named learners do attach to the ethical norm, respect, will be influenced when focussing on the use of narratives. The possible results that the influencing of their values would have on their mental health, was also investigated. A qualitative, explorative, descriptive and contextual design was used for this study. A situation-analyses was done through literature study after which a program was designed and implemented. The aim of this program was the facilitating of respect as ethical value by using stories. After the implementation of the program the participants wrote naïve sketches and focus group interviews was done six months later involving selected participants from the original group. The selected data was coded — with help of a independent coder — and analysed according to the open coding method of Tesch. Analysis of the data proved that the program that was designed, implemented and evaluated in this study was effective in facilitating ethical values to adolescents. The initial research aim was met as such. A meaningful contribution of this thesis is the description of a conceptual framework for the facilitating of ethical values to adolescents.

M.Ed. (Education Management) / Schools receive detailed curricula from the Department of Education. The successful application of these curricula is mainly the task of the headmaster. In the school another curriculum, namely the hidden curriculum, also functions. Coming to grips with the hidden curriculum is, however, no easy task, seeing as it involves the conveying of values and norms which is, to a great extent, in the hands of the teachers of the school. The headmaster, as managerial leader, is responsible for both the successful application of the formal curriculum and the hidden curriculum. This application has to be done in such a way that the hidden curriculum will supplement and strengthen the formal curriculum. Through his managerial style the headmaster can create the necessary positive school climate which will facilitate the teachers task in this respect. By applying the hidden curriculum the educator is able to supply pupils with anchors which should be of inestimable value in life. These anchors include religion, national- ties and morality. These anchors should supply the adolescent with steadfastness in an ever changing world. Abovementioned anchors form an integral part of mans view of life. The conveyance of the educators view of life to the adolescent places an extremely heavy responsibility on the shoulders of the headmaster. He as educational leader, has to see to it that the hidden curriculum, as such, will be implemented in such a way that it complements the formal curriculum. As managerial leader the headmaster has to see to it that his staffs cultural values and view of life will correspond with the Christian principle. This implies that the view of life should be such that he can point the direction in which the school should move. The headmasters view of life is determined by his personal relationship with God, his fellow - man and other matters. It can be stated, that all the headmasters other relationships are determined by his relationship to God. The headmasters relationship towards his God is conveyed to both the teaching staff and the pupils of the school. The teacher~s relationship towards his God is also conveyed to the pupils in the same way. This principle becomes part of the way of life of the whole school community, and in this way the hidden curriculum becomes an integral part of the formal curriculum. Owing to the fact that the hidden curriculum is dependant on the teacher's view of life, it is essential that education will be and stay a particular matter. Blending of cultural ties can have traumatic consequences for the pupils and can even lead to a dualistic view of life. This will confuse pupils and the conveyance of values and norms won't take place, resulting in failure to achieve the goals of education.

Magister Psychologiae - MPsych / This research was undertaken to explore teachers' perceptions and practices as mediators of morals and values. Schools have an important role to play in developing future citizens as moral beings. This is variously named citizenship education, character education, moral education, and values education. / South Africa

Through everyday classroom interactions, teachers influence their students' actions and the choices those students will make in life. Such interactions may have profound impact on the students and their well-being, whether teachers are cognizant of their influence as role models and moral educators or not. Morally sensitive teachers are better equipped to perceive, or become aware of, those classroom interactions that have direct implications for students' well-being. As well, such teachers have the ability to interpret influential aspects of teacher-student interactions in moral terms. Previous research and theory in psychology, philosophy, and curriculum development is in accord in suggesting that moral sensitivity is an area of interest and concern to practicing teachers, and that teachers' preparedness to face the challenges of classroom interactions by advancing their moral sensitivity can contribute to a betterment of education and a better care for students' lives. In Study 1, three sources of knowledge on moral sensitivity were utilized in order to develop a comprehensive measure of teachers' sensitivity to the moral dimension of schooling. Those three sources included: (a) the teachers' professional code of ethics, (b) findings from observations of the moral life of classrooms, and (c) a moral issues questionnaire developed as part of Study 1 to collect practicing teachers' testimonials of issues and stories they perceived as having moral meaning. A triangulation method was utilized to validate the already established notions of morally significant aspects of teaching on the one hand, and to extend the understanding of teachers' situatedness in the moral context of schools on the other. After carefully analyzing the information obtained from the three sources, at the end of Study 1 an open-ended semi-structured questionnaire was developed. In Study 2, the Teachers' Concerns Questionnaire (TCQ) was developed and validated as a measure of high school teachers' moral sensitivity. The TCQ comprises four stories revolving around teacher-student interactions, each accompanied by a series . of seven prompt questions guiding the process of identifying the issues of concern in the scenario, as well as individuals affected by the issues, and any action that might need to be taken in response to the depicted interactions. Each story corresponds with four categories of moral issues, and the overall score of moral sensitivity is derived from the number of categories in which issues of concern are identified along with affected parties and proposed solutions, and justification for their inclusion on moral grounds is provided. The overall results provide initial support for the relativity and validity of the TCQ as a measure of secondary school teachers' moral sensitivity. The TCQ exhibited a very high inter-rater reliability and a moderately high test-retest reliability. A significant and positive correlation was found between the TCQ and a measure of moral reasoning, as well as a positive correlation between the TCQ and a measure of verbal fluency. Areas of future improvement include shortening the time required to complete the measure and developing an alternative format that would allow self-scoring or automatic scoring by a computer. Directions for future studies are discussed. / Education, Faculty of / Graduate

The present study focusses on the description and analysis of the religious beliefs and practices of a central Taiwanese spirit-writing cult or "phoenix hall" (luantang). A phoenix hall is a voluntary religious association of congregational character centring upon communication with the gods by means of the divinatory technique of "spirit-writing" (fuluan). While spirit-writing can be and is used as an oracle for the solving of believers' personal problems, its more high-profile application is for the writing of so-called "morality books" (shanshu), i.e., books of religious instruction and moral exhortation. Spirit-writing cults are nowadays the most important sources of such works. Much attention has been given to morality books as mirrors of the social concerns of their times, but comparatively little work has been done on the groups that produce them and the meaning these works have for them. An adequate understanding of the meanings and functions of morality books, however, is impossible without some knowledge of the religious groups that produce them and the role played by morality books in their beliefs and practices. It is the objective of this thesis to provide a detailed description and analysis of one such group, the "Temple of the Martial Sage, Hall of Enlightened Orthodoxy" (Wumiao Mingzheng Tang), a phoenix hall in the city of Taizhong that was founded in 1976 and has played a significant role in the modern development of the shanshu genre through the active and varied publications programme of its publishing arm, the Phoenix Friend Magazine Society. The study utilizes data extracted from the Hall's published writings as well as interview, observation, and questionnaire data collected during an eight month period of field research in Taizhong. Part I provides a macrohistorical overview of the development of spirit-writing cults on the Chinese mainland (chapter 1) and on Taiwan (chapter 2) since the nineteenth century, leading up to the case-example's microhistory (chapter 3). Part II is devoted to an account of the beliefs and practices of the Wumiao Mingzheng Tang, including descriptions and analyses of its organization, deities, ritual activities, concepts of moral cultivation, and of the body of morality book literature it has produced over the years. The appendix contains samples of the cult's morality book and scriptural literature, as well as of various liturgical texts. / Arts, Faculty of / Asian Studies, Department of / Graduate

The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.