Moral Education (International Library of the Philosophy of Education Volume 4)

2010 ◽  
Author(s):  
Norman J. Bull
Keyword(s):  
Moral Education ◽  
Philosophy Of Education

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

scholarly journals “New Humanism”: Integrative System of Philosophy of Education, Ethics, Social Management and Pedagogy

2016 ◽  
Vol 19 (2) ◽  
pp. 59-74
Author(s):  
Viktor Viktorovych Zinchenko
Keyword(s):  
Social Development ◽  
Moral Education ◽  
Education System ◽  
System Integration ◽  
Social Role ◽  
Philosophy Of Education ◽  
Social Philosophy ◽  
Concrete Situation ◽  
New Humanism ◽  
Moral Principles

Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction with model of «new humanism» in formation of socially valuable orientations. Classification existing in the western philosophy of education and education of directions is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, behaviour which the education system and education urged to form. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realisation of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realisation by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of  instrumentalism and neopragmatism. Before social philosophy of education/upbringing  it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realisation of the problems, to show, why these, instead of any any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realised the public importance of an education system and education, its global character.

scholarly journals Philosophy of Education

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
K.N. Srivastava
Keyword(s):  
Moral Education ◽  
Philosophy Of Education ◽  
Introductory Article ◽  
Educational Ideals ◽  
Philosophical Questions

This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. The book examines the problems concerning the aims and guiding ideals of education. It also explores the problems concerning students’ and parents’ rights, the best way to understand and conduct moral education, and the character of purported educational ideals

scholarly journals Developing a Participatory Approach to Learning

1991 ◽  
Vol 4 (2) ◽  
pp. 41-76
Author(s):  
Maija Pihlainen
Keyword(s):  
Curriculum Development ◽  
Moral Education ◽  
Development Process ◽  
Philosophy Of Education ◽  
Participatory Approach ◽  
Instructional Model ◽  
Approach To Learning ◽  
Attitudes And Practices ◽  
Cooperative Approach ◽  
Education Participation

Beginning with a survey of Bahá’í writings and of emerging Bahá’í approaches to education, the article charts the Macau-based School of the Nations’ philosophy of education and considers its implications for the school’s curriculum development process. The article then proposes that the cooperative approach to education offers a potential instructional model within which Bahá’í principles and ideals, with their emphasis on moral education, participation, cooperation, and consultation, could be effectively implemented. Finally, the article discusses the school’s tentative experiments with this model and the steps taken to begin the model’s systematic implementation. The successful continuation of the project, the article suggests, will largely depend on the school’s ability to overcome the constraints imposed by the dominant competitive attitudes and practices and to gain acceptance of the value of a participatory and cooperative approach.

scholarly journals Existential-dialogical model of philosophy of education: educational-upbringing and social-spiritual communication in the context of social development

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Viktor Viktorovych Zinchenko
Keyword(s):  
Moral Education ◽  
Interpersonal Relationships ◽  
Dominant Role ◽  
Philosophy Of Education ◽  
Social Institutions ◽  
The Real ◽  
Philosophy Of Life ◽  
Self Development ◽  
Dialogical Philosophy ◽  
The Individual

An existential-dialogical philosophy of education, mainly represented by O. Bollnow (modern «optimistic», «positive existentialism»), underlines the meaning and background of the pedagogical relationship in interpersonal relationships, the relationship between I and You. In its initial philosophical positions, it is based on the «philosophy of life» and mainly on existentialism both in the «classical» and «optimistic» versions. Supporters of this direction tend to discard the technocratic concepts which substitute for the process of education with the manipulation of person. Based on the thesis of uniqueness, the uniqueness of the individual, which is revealed in extreme situations, the supporters of this approach do not recognize the dominant role of the social environment in the formation of man. The environment, in their view, can only cause enormous damage to its moral self-development, since social institutions are aimed at the unification of personality and its behavior. Moral education, on the contrary, is intended to reveal the individual qualities and abilities of the individual, which will help to preserve the moral essence of the individual in the processes of knowledge acquisition, development of intelligence and in the education system. In the formation of a unique personality, the followers of irrationalism see an obstacle to totalitarian manifestations and dangers. In their opinion, the formation of a uniqueness, unique personality is nothing more than a process of self-development and self-education, which involves overcoming in human behavior «mass» trends, because the real education and education could not have their object exclusively in mass area. They see the tasks of education and upbringing as taking a unique personality away from the mass, «collectivist society» as a source of «false existence». But the closure of the process of education/upbringing on a separate subject, its isolation from social ties and relations dramatically limits the real possibility of forming an active personality, although the adherents of this approach proclaim this one of the main goals of education. In addition, the self-isolation of the individual increases its alienation in the world, making it increasingly vulnerable to the anti-human tendencies of global society.

scholarly journals PHILOSOPHY OF EDUCATION AND ITS STRATEGIC PURPOSE - FORMATION OF A COMPREHENSIVE PERSONALITY

2020 ◽  
Vol 66 (3) ◽  
Author(s):  
B.A Amaniyazova ◽  
Keyword(s):  
Education Reform ◽  
Moral Education ◽  
Philosophy Of Education ◽  
Civic Responsibility ◽  
Educational Systems ◽  
Knowledge And Skills ◽  
Modern Education ◽  
Deep Culture ◽  
The Republic ◽  
Globalized World

The article deals with the new philosophical and ideological foundations of the philosophy of education. Education reform in Kazakhstan today is characterized by many innovations, some of which are focused on Western educational systems and projects, the introduction of innovative technologies in the learning process, etc. As for the formation of worldview, this issue has not yet been fully discussed, it is only in the early stages of discussion. Education reform programs and practices still address civic responsibility and flexibility in developing knowledge, developing professional skills, and adapting quickly to transition. Of course, such tasks are proven, but modern education lacks a worldview, including the Kazakh education system. Any education reform is, first of all, a reform of the content of education. In today's globalized world, the Republic of Kazakhstan demands that young people strive for knowledge and skills, work hard and grow. In this regard, it is worth noting the words of the President: “If you are the son of your country, if you are passionate about your country, if you have civic honor, work hard to strengthen and prosper the Kazakh state. Remember that you are the owner of the land and the country. " The main purpose of spiritual and moral education is to bring up a generation that has awakened a sense of national consciousness, high spirit, deep culture, wisdom, conscience and other good qualities.

Conflicting Goals for Moral Education: A study of the behavioral intentions of teachers in Catholic secondary schools in the Netherlands

2000 ◽  
Vol 1 (1) ◽  
pp. 282-300
Author(s):  
Chris A.M. Hermans
Keyword(s):  
The Netherlands ◽  
Moral Education ◽  
Behavioral Intentions ◽  
Philosophy Of Education ◽  
Value Systems ◽  
Moral Autonomy ◽  
Ethical Perspective ◽  
Religiously Affiliated ◽  
Civic Values ◽  
Conflicting Goals

This article examines the criticism from liberal educators that the goals of moral education in religiously affiliated schools are incompatible. This paper addresses whether it is true that teaching a religious community’s values is incompatible with the development of moral autonomy; that teaching civic values is incompatible with teaching Christian values; and that teaching Christian values is incompatible with introducing children to the plurality of value systems in our society. This research demonstrates that from the perspective of teacher’s behavioral intentions, these goals are not in conflict within Catholic schools of secondary education in the Netherlands. The article concludes with a reflection on the research results from an ethical perspective and from the perspective of philosophy of education

scholarly journals La Educación Moral y en Valores a Través de los Artículos Publicados Durante la Ley General de Educación (1970-1990).

2020 ◽  
Vol 2 (29) ◽  
pp. 26-40
Author(s):  
Laura Fontán de Bedout ◽  
Eric Ortega González
Keyword(s):  
Educational Reform ◽  
Moral Education ◽  
Considerable Increase ◽  
Philosophy Of Education ◽  
Temporal Distribution ◽  
Specific Weight ◽  
Scientific Production ◽  
Scientific Journals ◽  
Reforma Educativa ◽  
Number Of Publications

Fifty years after the approval of the Ley General de Educación y Financiamiento de la Reforma Educativa (1970-1990), this article aims to identify and analyze, through a cross-retrospective review, the scientific production on moral education and values published in some scientific journals during the term of the aforementioned law. For this purpose, 2,684 documents corresponding to the years 1970- 1990 were identified, of which a total of 187 documents were selected (6.97% of the articles published in those years). The analysis of the selected documents allowed to recognize the specific weight, the temporal distribution, the documentary typologies, the associated pedagogical disciplines and their subjects or themes. Predominance of theoretical documents (73.80%) and of the discipline of Theory and Philosophy of Education (44.92%) was observed, with highly variable topics or subjects. Furthermore, two periods of time were identified in which there was a considerable increase in the number of publications, possibly due to the issue of some specific monographs on moral education and values, together with a special interest in the preparation of the 1990 educational reform. In short, the concern moral education and values during the analyzed period of time was notable and growing, although limited to some places and irregular.

scholarly journals Normative Analysis and Moral Education: How May We Judge?

Paideusis ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 17-26
Author(s):  
David P. Burns
Keyword(s):  
Moral Education ◽  
Philosophy Of Education ◽  
Daily Practice ◽  
Normative Analysis ◽  
Proper Role ◽  
Valued Field ◽  
Key Characteristics ◽  
Faculty Positions ◽  
Normative Criteria ◽  
Field Of Inquiry

The viability of philosophy of education as a distinct and valued field of inquiry in educational research is under significant threat. While the debate over the proper role and value of philosophy of education continues, courses and faculty positions in philosophy of education become increasingly rare. I advance the view that this situation requires philosophers of education find new ways to bring their work to practicing educators. I propose a particular kind of normative analysis, within the context of moral education, as one way to bring valuable philosophic work to the daily practice of teaching. It is argued that the use of normative criteria, comprised of certain key characteristics for moral education, can serve not only as valuable analytic tools but may also draw practicing educators into conversations that generally take place between philosophers of education in the academy.

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