scholarly journals Kohlberg's Just Community School Model for Application Subjects to Korean Moral Education

2010 ◽  
Vol 58 (3) ◽  
pp. 451-475
Author(s):  
Handong Bae ◽  
Eun Jong - tae
Keyword(s):  
Moral Education ◽  
Community School ◽  
School Model ◽  
Just Community

scholarly journals Moral education: School as a just community

2003 ◽  
pp. 195-221 ◽  
Author(s):  
Ljiljana Miocinovic
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Collective Responsibility ◽  
Cognitive Conflict ◽  
Moral Dilemmas ◽  
Individual Student ◽  
Moral Atmosphere ◽  
Teachers And Students ◽  
Just Community ◽  
Principal Method

The paper discusses Kohlberg?s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

Community Schools

2020 ◽  
pp. 132-144
Author(s):  
Sarah Feroza Freeland
Keyword(s):  
Academic Achievement ◽  
Charter School ◽  
Community Schools ◽  
Community School ◽  
Student Academic Achievement ◽  
Community Members ◽  
Meaningful Engagement ◽  
School Model ◽  
Key Terms

This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

The Just Community approach to moral education: system change or individual change?

2008 ◽  
Vol 37 (3) ◽  
pp. 395-415 ◽  
Author(s):  
Fritz K. Oser ◽  
Wolfgang Althof ◽  
Ann Higgins‐D'Alessandro
Keyword(s):  
Moral Education ◽  
Education System ◽  
System Change ◽  
Individual Change ◽  
Community Approach ◽  
Just Community

School on the Cloud

2018 ◽  
pp. 34-51
Author(s):  
Kostis Koutsopoulos ◽  
Yannis Kotsanis
Keyword(s):  
Operating System ◽  
Effective Teaching ◽  
Educational System ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Cloud Model ◽  
Community School ◽  
School Model ◽  
The Individual ◽  
Effective Teaching And Learning

In order for the educational system to meet its future needs, several requirements must be fulfilled. There is a need to be an efficient and effective teaching and learning operating system, an appropriate to the future conditions teaching environment, an acceptable set of methodological tools and, because of these, a suitable classroom environment. These requirements represent the major components of the education paradigm been in effect every time, which, in the last few years, has shifted from the Individual/Traditional, to the Group/Progressive, and finally to the Community/School on the Cloud paradigm. In addition, changes in the components of each paradigm have resulted in changes in the corresponding school model, from the Traditional, to the Progressive and finally to the School on the Cloud model. The goal of this chapter is to present and evaluate all these shifts, which are of paramount importance to future teaching and learning.

A JEWISH SCHOOL MODEL FOR MORAL EDUCATION

1996 ◽  
Vol 62 (2) ◽  
pp. 37-39 ◽  
Author(s):  
Jerry Friedman
Keyword(s):  
Moral Education ◽  
School Model ◽  
Jewish School

The Full-Service Community School Model

2004 ◽  
Vol 26 (3) ◽  
pp. 131-133 ◽  
Author(s):  
W. Peebles-Wilkins
Keyword(s):  
Community School ◽  
Service Community ◽  
School Model
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