本研究旨在探究康德與孟子對於「道德判斷之根據」的論述。首先討論康德在前批判時期的道德思考歷程，發現其思考兼具理性主義和經驗主義之色彩。但到了〈論感性世界與智思世界的形式及其原則〉一文發表，康德已經確立兩重世界觀，將倫理學領域歸屬在智思世界。在批判時期，康德明確地以「道德法則」為核心，而將其視為倫理學上最後的評斷規準，其中，康德談論了諸多人類不同的心智狀態，俱是其論道德判斷之根據的不同說法。復次，在孟子哲學方面，本研究將其定位在「一接續人心與他者、萬物、天地間之歷程」。第三，關於康德與孟子之對比下，本研究以兩種模式作為對比之進路：一是「文化類型」；另一是「生活世界」，結果指出，可以「基督宗教倫理觀影響」和「存有的相契與連續性」作為兩者道德思考的關鍵性因素。基於以上所述，本研究嘗試說明康德與孟子哲學之道德教育意義及其限制性。 / This thesis studies the ground of moral judgment of Immanuel Kant and Mencius. I'll divide it into three parts. In the first part, I attempt to explicate the process of moral thinking of Immanuel Kant in his pre-critical period. In this period, it is proved that both idealism and empiricism are included in his thinking. After the paper On the Form and Principles of the Sensible and the Intelligible World (Kant, 1770) was presented, Immanuel Kant firmly established the theory, dualism of world, in which the sphere of ethics is classified under an intelligible world. After that, in his critical period, the moral law is much emphasized and considered the last standard for ethic judgment. Besides, it is also indicated that there are many different states of human mind underpinning the distinct statements of what the ground of moral judgment is. In the second part, the moral thinking of Mencius is under discussion. Mencius argues that there is a process of human mind connecting others, all things on earth and heaven and earth. In the third part, I try to compare Immanuel Kant with Mencius by two approaches: “cultural type” and “life-world.” The conclusion is drawn that the impact of ethical viewpoints of the Christian religion and the connection and continuity of being are the crucial factors in their moral thinking. Therefore, on the basis of the mentioned above, the implication and limitation of moral education of Immanuel Kant and Mencius are explained.

Auf Grundlage der These, dass die Qualität der erzieherischen Intervention nach kindlichem Fehlverhalten ein entscheidendes Lernfeld für den Regelerwerb ist, wurden Lehrer-Schüler-Interaktionen in einer ersten Klasse durch Teilnehmende Beobachtung im Längsschnitt über ein halbes Jahr lang untersucht. Ziel war es, die Art und die Häufigkeit von Regelverletzungen (Überschreitungen) und Lehrerinterventionen zu eruieren und diese Ergebnisse in Beziehung zur Taxonomie von Martin L. Hoffman über elterliches Erziehungsverhalten zu setzen. Es wurden zwei Kategoriensysteme zur Analyse von Überschreitungen und Lehrerinterventionen entwickelt, welche in der Lage sind, Interaktionsverläufe im Anfangsunterricht detailliert zu beschreiben. Insgesamt konnte gezeigt werden, dass die Schüler in erster Linie durch Unaufmerksamkeit, verbale und physische Aktivitäten die Unterrichtsregeln übertreten, dass die Häufigkeiten von Überschreitungen im Verlauf des 1. Schulhalbjahres abnehmen, Jungen häufiger in Übertritte verwickelt sind und die untersuchte Lehrerin ein sehr konstantes Verhalten in ihren Reaktionen auf Fehlverhalten an den Tag legt.

In 1975 the New Zealand Department of Education established a Committee on Health and Social Education, with the aim of addressing curriculum issues that had remained unresolved since the Thomas Report of 1944. Among these concerns was the issue of sex education. This Committee, also known as the Johnson Committee, was conceived under a liberal Labour government but its recommendations were debated during the terms of office of two subsequent National Ministers of Education. The work of the Committee on Health and Social Education was undertaken concurrently with the movements known as the Maori Renaissance and second wave feminism and within a climate of social and legislative change which included the Contraception, Sterilisation and Abortion Bill of 1977. When the Report of the Committee on Health and Social Education, Growing, Sharing, Learning (1977), was published there was little controversy over its sixty-nine recommendations on physical health, outdoor education, parent education, or community involvement in curriculum development. Its two recommendations on sex education however provoked a polarised debate lasting more than five years. In the context of this controversy a coalition of groups representing the Religious Right worked concurrently to oppose further liberalisation of the primary school health education syllabus. This lobby was led by the Concerned Parents' Association, the executive of which assumed the role of the "moral entrepreneur" to raise public awareness on issues of sex and moral education. A range of theory is used to discuss the contextual antecedents of the controversy, the reasons for the controversy and why it became increasingly difficult for the educational policy community to exercise hegemony over the outcomes of the Report. This thesis reveals that the Report of the Committee on Health and Social Education encompassed a bicultural dimension, and was the work of a liberal educational community of interest. It examines the underlying causes of the ideological tensions of the controversy and the construct of moral cathexis is introduced, to explain the means by which the Religious Right was able to influence subsequent policy. It is argued that the same ideological tensions are inherent in contemporary attempts to encompass sex education within the state school curriculum.

Thesis (M. Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 128-138).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. / Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaves 128-138). Also available in print.

Text in English / The problem of leadership and corruption in Nigeria is a known fact. A good number of Nigerian politicians and top government officials do not think that politics has anything to do with ethics. Currently, injustice is displayed in all spheres of Nigerian life. Indigenous moral values are almost completely ignored and abandoned. Nigeria no longer operates according to the hallowed observance of the rubric ‘Aa kii see’ (it is not done). It is no longer a society of law and order, crime and punishment, good behaviour and adequate reward. It is no longer a society which recognises the principles of abomination/taboos, or what the Yorubas describe as eewo. Taboos represent the main source of guiding principles regulating and directing the behaviour of individuals in the community. However, experience has shown over the years that politics’ functional peak is only attainable with the help of ethics. Politics based on the ethical principle of social equality is one of the indispensable features of true democracy. For politics to be effective and meaningful, ethics must not be forgotten. Politics without morality produces unethical leadership. This study claims that, the much desired political moral uprightness is achievable in Nigeria, if African traditional ethics is harnessed as a tool in solving the problem of unethical leadership and corruption, especially embezzlement. The thesis also attempts to show that, through reinforced moral education for both young and old, it will become more accepted that morality is the backbone of politics and it must not be ignored. / Philosophy, Practical and Systematic Theology / D. Litt. et Phil. (Philosophy)

O presente trabalho tem o propósito de descrever etapas da história recente da disciplina de Ensino Religioso, sua trajetória e atual legislação, entender o desenvolvimento moral do indivíduo, observando as fases que o mesmo passa até chegar a um nível de maturidade em termos de moralidade; definir o que são valores, perceber como podem ser trabalhados na disciplina de Ensino Religioso e verificar se a educação de valores está presente na mesma. O objetivo dessa pesquisa é realizar um estudo sobre o desenvolvimento do julgamento moral na infância e pré-adolescência (educandos e educandas do Ensino Fundamental) e também sobre uma educação moral por meio de uma educação de valores na escola, especificamente na disciplina de Ensino Religioso. A pesquisa foi efetivada através de uma revisão bibliográfica e pesquisa social numa escola estadual, na cidade de Passo Fundo/RS. O método utilizado para a abordagem do problema foi o qualitativo, e quanto ao objetivo geral, em termos de instrumento de coleta de dados, utilizaram-se dois questionários, sendo que um foi respondido por educadores/as e o outro pelos educandos/as da escola, visando identificar o que é trabalhado na disciplina de Ensino Religioso e se a educação de valores está inserida no meio educacional. Como resultados, pode-se afirmar que a educação de valores está presente, mesmo que implicitamente, na disciplina de Ensino Religioso da escola pesquisada. / The present study has the purpose of describing the steps from the recent history of the discipline of Religious Studies, its trajectory and actual legislation, understanding the human moral development, observing the faces that it elapses until arrive to a level of maturity in terms of morality; defining what are values, noticing how they can be worked in the discipline of Religious Studies and verify if the education of values is inside of it. The objective of this research is realizing a study about the development of the moral judgment on the infancy and pre-adolescence and about a moral education through an education of values at school, specifically in the discipline of Religious Studies. The research was accomplished through a bibliographical revision and social research in a state school, in Passo Fundo, Rs. The method used to the boarding of the problem was quantitative and about the generality objective, in terms of instrument of collects of data, they have been used two questionnaires, on this way one of them was answered by educators and the other by educating of the school, intending identify which is worked in the discipline of Religious Studies and if the education of values is inserted in the educational environment. About the results, it can be affirmed that the education of values is present, even though implicity, in the discipline of Religious Studies of the researched school.

Submitted by CARLA ANDRESSA PLACIDO RIBEIRO (carlaandressap@yahoo.com.br) on 2018-07-19T01:18:04Z No. of bitstreams: 1 TESE CARLA A P R de FRANÇA 2018.pdf: 4557572 bytes, checksum: 077b4fda143f51c13c2838d082e66658 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-07-19T13:23:00Z (GMT) No. of bitstreams: 1 franca_capr_dr_mar.pdf: 4557572 bytes, checksum: 077b4fda143f51c13c2838d082e66658 (MD5) / Made available in DSpace on 2018-07-19T13:23:01Z (GMT). No. of bitstreams: 1 franca_capr_dr_mar.pdf: 4557572 bytes, checksum: 077b4fda143f51c13c2838d082e66658 (MD5) Previous issue date: 2018-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Propõe-se, neste trabalho, com base na perspectiva piagetiana, investigar, analisar e refletir a respeito das concepções e práticas educacionais dos acolhimentos institucionais e dos educadores desses serviços de acolhimento para crianças e adolescentes em situação de risco social do Estado de São Paulo. Para esse fim, primeiramente identifica as concepções e práticas educacionais morais das instituições e, seguidamente, as dos educadores de duas dessas instituições de acolhimento com práticas educativas diferenciadas (uma mais tradicional e moralizadora, e outra com educação ativa), relacionando-as com a legislação sobre o direito ao desenvolvimento moral. Assim, além do levantamento bibliográfico e documental, realizou-se uma investigação exploratória dividida em duas etapas. Para a primeira etapa contatou-se 163 instituições de acolhimento do Estado de São Paulo para o recrutamento para participarem de uma entrevista online (google docs), destes, obtivemos 22 respondentes. Considerando que uma instituição não é necessariamente representada apenas pela visão de um de seus integrantes, obteve-se com os dados desta primeira etapa uma indicação de como o respondente qualifica sua instituição, sendo assim, pode-se verificar que grande parte dos respondentes indicou que sua instituição tende a uma educação mais ativa. A partir desses resultados, pode-se destacar e escolher duas instituições que se opuseram extremamente em suas respostas para participarem da etapa subsequente. Para a segunda etapa fez-se uso de entrevista semiestruturada com os educadores/cuidadores e coordenação dessas instituições, além de observação da rotina por seis dias consecutivos (seis horas por dia) em cada uma, seguindo um roteiro de observação. Para análise dos resultados da entrevista semiestruturada, utilizou-se a metodologia de Discurso do Sujeito Coletivo, que deu voz à coletividade da equipe de educadores da instituição, expondo suas concepções e práticas educativas, a fim de entender o modelo pedagógico inerente à rotina das instituições investigadas. Os resultados demonstram que o trabalho educativo em uma instituição de acolhimento para crianças e adolescentes em situação de risco social inclui diversos atributos e complexidades que influenciam diretamente na concepção e prática de uma educação moral. A falta de comunicação e clareza entre a equipe técnica e educadores sobre o fim que se espera para a educação dos acolhidos e os processos para se chegar a esse fim desejado têm resultado em concepções e práticas destoadas, possibilitando ações educativas não refletidas e isoladas do todo. Além disso, a falta de orientação/capacitação e formação continuada para os educadores, que permita se desvencilhar do senso comum e busque atingir os direitos legalmente alcançados, e a falta de um momento interativo com o objetivo de educadores compartilharem estratégias, problemas e aflições sobre as práticas educativas na instituição, dificulta o estabelecimento de um plano conjunto de ações educativas evidentes a todos e em momentos de reflexão e avaliação de suas práticas. Nessa perspectiva, acredita-se que se deve ter um olhar atento e ações mais efetivas da equipe educativa (equipe técnica, educadores/cuidadores e auxiliar de educador/cuidador) sobre a educação moral dos acolhidos, assim como das políticas públicas e de pesquisadores, em parceria com os serviços de acolhimento. / Based on the Piagetian perspective, it is proposed to investigate, analyze and reflect on the educational conceptions and practices of institutional sheltering and educators of these reception services for children and adolescents in situations of social risk in the State of São Paulo. For this purpose, it’s first identified the moral educational conceptions and practices of two institutions and then, the conceptions of the educators with differentiated educational practices (one more traditional and moralizing and the other with an active education), relating them to the legislation about the right of moral development. Thus, besides the bibliographical and documentary survey, an exploratory investigation was accomplished divided in two stages. For the first stage, 163 institutions of the State of São Paulo were contacted for recruitment to participate in an online interview (google docs), from all of them, we obtained 22 respondents. Since an institution is not only represented by the vision of one of its member, it was obtained as a result, in the first stage an indication of how a respondent qualifies the institution, so it can be verified that most respondents indicated that their institution tends to a more active education. From these results, it was highlighted and chosen two institutions that oppose their responses to participate in the subsequent stage. For a second step, the semi-structured interview method was used with the educators / supervisors, besides an observation of the routine for six consecutive hours of six consecutive days in each one, following an observation script. For the analysis of the results of the semi-structured interview, the methodology of the Discourse of the Collective Subject was used, giving voice to the collective of the educational institution educators, exposing their conceptions and educational practices, in order to understand the pedagogical model of teaching inherent to the routine of the institutions that were investigated. The results demonstrate that the educational work in an educational sheltering institution for children and adolescents at social risk includes several attributes and complexities that directly influence the conception and practice of a moral education. The lack of communication and clarity between the technical team and the educators about the expected end of the education of those who were welcomed and the processes to achieve that, have resulted in dissonant conceptions and practices, enabling educational actions not reflected and isolated from the whole. In addition, the lack of orientation / training and continued formation for educators, which allows them to get rid of the common sense in order to reach the legally achieved rights, and the lack of a moment of interaction with the goal of educators share strategies, problems and afflictions about the educational practices in the institution, makes it difficult to establish a plan of evident educational actions to all moments of reflection and evaluation of their practices. From this perspective, it is believed that it’s necessary to have a closer look and more effective actions from the educational team (technical staff, educators / caretakers and auxiliary of educator / caregiver) about the moral education of the welcomed children or adolescents, as well as public policies and researchers, in partnership with the host services.

Made available in DSpace on 2014-06-11T19:28:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-08Bitstream added on 2014-06-13T19:36:37Z : No. of bitstreams: 1 ozelin_jr_me_mar.pdf: 729104 bytes, checksum: a15b4575439b6d1b0275f1deaddef117 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Nesta dissertação de Mestrado temos como objetivo analisar os periódicos educacionais publicados pela antiga Escola Normal de São Carlos durante o período de 1911 a 1923, privilegiando os temas educação moral, civismo e higiene com o propósito de compreender como tais temas foram apropriados pelos diretores, professores e alunos dessa escola de formação de professores, constituindo-se, assim, num conjunto de saberes necessários a esta formação. Temos como fontes principais o periódico Excelsior! (1911-1916), a Revista da Escola Normal de São Carlos (1916-1923) e o jornal O Raio Verde (1917-1918). O recorte temporal escolhido compreende o primeiro ano de publicação da revista Excelsior! (1911) e se estende até o último ano de publicação da Revista da Escola Normal de São Carlos (1923), englobando o período de publicação do jornal O Raio Verde (1917-1918). Como resultados, apresentamos a constatação de que tanto os professores quanto os alunos da Escola Normal de São Carlos viam a educação como meio eficaz para a promoção do progresso do Brasil e viam o professor como elemento fundamental para ensinar e divulgar, por meio de seus atos, os preceitos cívicos, morais e higiênicos considerados necessários para promover a unidade nacional e o soerguimento moral do país / In this Master Thesis we have to analyze the educational journal published by the former São Carlos Normal School during the period 1911 to 1923, focusing on issues moral education, civics and hygiene in order to understand how such themes were appropriated by the principals, teachers and students of this school teacher training, becoming thus a set of knowledge required for this training. We have as main sources the newspaper Excelsior! (1911-1916), the Revista da Escola Normal de São Carlos (1916-1923) and the newspaper O Raio Verde (1917-1918). The chosen time frame includes the first year of publication of the magazine Excelsior! (1911) and extends to the final year of publication of the Revista da Escola Normal de São Carlos (1923) encompassing the period of newspaper publication O Raio Verde (1917-1918). As results, we present evidence that both teachers and students of the São Carlos Normal School saw education as an effective means to promote the progress of Brazil and saw the teacher as key to teach and disseminate, through their actions the precepts civic, moral and hygienic deemed necessary to promote national unity and moral uplift of the country