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Political ideology and moral education in Japanese and Taiwanese primary schoolsBeaupré, Charles P. (Charles Paul) January 1991 (has links)
Moral education in Japanese and Taiwanese primary schools is an important source of political socialization. An analysis of these two countries' moral education curricula reveals traditions which reinforce national solidarity and central governmental authority. Moreover, political ideology is merged with supporting academic, economic, and cultural values. This study examines the political ideology of the moral education curricula in Japanese and Taiwanese primary schools, the values and behavior promoted by these ideologies, as well as the similarities and differences between the Japanese and Taiwanese systems. It is shown that a distinctive feature of both systems is the emphasis placed on political conformism, high academic achievement, professional diligence and economic success.
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Parent and teacher views relating to the teaching of moral values in schools : a pilot study conducted in twenty school communities in the Northern Area of the Education Department of South Australia /Farrow, Frank F. January 1986 (has links) (PDF)
Thesis (M.Ed.) -- University of Adelaide, Dept. of Education, 1986. / Bibliographies: leaves 158-159.
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Kann moralisch falsches Handeln richtig sein? : Eine Untersuchung zum Vorrang der Moral /Lenz, Carsten. January 1900 (has links)
Univ., Diss.--München, 2003.
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Moral imagination in theory and practice /Samuelson, Peter L. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2007. / Vita. Includes bibliographical references (p. 29-37, 104-113).
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The development of moral reasoning of Hong Kong students /Ho, Chi-hang. January 1994 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 119-125).
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The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /Moore, Dee N. January 2002 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.
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The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schoolsMoore, Dee N. January 2002 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.
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The development of moral reasoning of Hong Kong studentsHo, Chi-hang. January 1994 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 119-125). Also available in print.
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Juxtaposition of semiotic mediation with social mediation the effect of text types and social interaction on moral judgment /Kim, Soyoung. Baylor, Amy L. January 1900 (has links)
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.
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A Gênese da Concepção do Amor: Um Estudo Sob a Ótica da MoralidadeALVES, A. D. 29 August 2011 (has links)
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Previous issue date: 2011-08-29 / Refletindo sobre a importância das virtudes no desenvolvimento moral, nosso objetivo foi investigar a concepção de amor de crianças. Entrevistamos 40 escolares, de 6 e 9 anos, em uma escola particular de Vila Velha-ES, de acordo com o método clínico proposto por Piaget. Analisamos os exemplos de amor citados, qual seria o mais e o menos importante, o juízo sobre a possibilidade de amar uma criança do sexo oposto, do mesmo sexo, amigo, inimigo e desconhecido. Verificamos que a concepção de amor que as crianças têm é ampla: incluem principalmente ações de amor para outrem e o amor por determinada(s) pessoa(s), que aumentaram com a idade, e ações com amor, que apresentaram um decréscimo. Estes exemplos também foram considerados os mais importantes pelos participantes, sendo que amor por determinada(s) pessoa(s) aumentou com a idade. Quando perguntados sobre os exemplos de amor menos importantes, os escolares de 6 anos elegeram as ações com amor, ao passo que os escolares de 9 anos afirmaram não existir exemplo menos relevante. A maioria dos entrevistados afirmou a possibilidade de amar uma criança do sexo oposto, mesmo sexo e amigo. Entretanto, a minoria confirmou a relação de amor para com o inimigo e, menos ainda, para com o desconhecido. De forma geral, as justificativas se referiram aos vínculos existentes, à consequência positiva para si próprio, à característica positiva do objeto de amor, bem como à observação de experiência vivenciada, e tenderam ao aumento com a idade. Ressaltamos a importância do amor no desenvolvimento, e esperamos incentivar outras discussões sobre essa virtude, contribuindo para propostas de educação em valores morais.
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