Relevant bibliographies by topics / Moral education

Academic literature on the topic 'Moral education'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Moral education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Moral education":

1

Narvaez, Darcia. "Holistic Moral Education." Korea Association for Public Value 4 (December 31, 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Frisancho, Susana, and Guillermo Enrique Delgado. "Moral education as intercultural moral education." Intercultural Education 29, no. 1 (January 2, 2018): 18–39. http://dx.doi.org/10.1080/14675986.2017.1405214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Muchová, Ludmila. "Moral Education: Education for Moral Virtues and Moral Argumentation?" Caritas et veritas 2, no. 2 (September 30, 2012): 20–32. http://dx.doi.org/10.32725/cetv.2012.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been made.
5

이경희. "Moral Crisis, Moral Intelligence and Moral Education." Journal of Ethics 1, no. 83 (December 2011): 99–121. http://dx.doi.org/10.15801/je.1.83.201112.99.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Menzles, Barbara. "Moral Education." Early Years 8, no. 1 (September 1987): 20–34. http://dx.doi.org/10.1080/0957514870080103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shuman, R. Baird, and Haven BRADFORD Gow. "Moral Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 2 (October 1989): 52. http://dx.doi.org/10.1080/00098655.1989.9955722.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Proefriedt, William A. "Moral Education*." Educational Theory 39, no. 2 (March 1989): 177–81. http://dx.doi.org/10.1111/j.1741-5446.1989.00177.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brandt, R. B. "Moral Theory and Moral Education." Journal of Philosophy 85, no. 10 (1988): 566–68. http://dx.doi.org/10.5840/jphil1988851024.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kalajtzidis, Ján. "Moral education and moral consumption." Ethics & Bioethics 6, no. 1-2 (June 1, 2016): 39–44. http://dx.doi.org/10.1515/ebce-2016-0004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Abstract The main aim of the presented paper is to suggest a new possible approach in moral education in Slovakia. The starting point for the presented argumentation is the position that moral education (ethics education) in Slovakia is based on insufficient foundations. One of the possible propositions of how to overcome this shortcoming is to supersede prosocial behavior (insufficient base) with value education and promotion of the development of critical and analytical moral thinking. The paper suggests that one of the possible ways how to achieve this goal is by the help of introducing the issue of moral (ethical) consumption as a topic of moral education.
More sources
You might also be interested in the extended bibliographies on the topic 'Moral education' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Moral education":

1

Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
2

Hagen, Daniel Scott. "Moral expertise and moral education : a Socratic account." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/84417.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 97-101).
What is virtue and can it be taught? These questions preoccupied Socrates and this dissertation offers a Socratic answer to them. In Chapter 1 ("Virtue as Expert Moral Knowledge") I develop and defend a novel interpretation of the Socratic thesis that virtue is a kind of knowledge. I argue that the relevant kind of knowledge of interest to Socrates is expert moral knowledge or moral expertise-a complex epistemic state that integrates practical knowledge, theoretical knowledge, and self-knowledge. This account unifies several seemingly disparate epistemological threads that run through Plato's Socratic dialogues, it helps us resolve other interpretive questions surrounding Socrates and Socratic philosophy, and it is philosophically attractive in its own right. In Chapter 2 ("Socrates the Educator and Socratic Education") I confront a puzzle about Socrates' status as a teacher. It's natural to think of him as one, yet (1) Socrates persistently denies that he is or ever was anyone's teacher, (2) he seems to think knowledge of some sort is necessary for being a teacher while disavowing knowledge himself, and (3) he argues on occasion that virtue-the thing he took to be most important of all-cannot be taught. I use the account from Chapter 1 to resolve this puzzle. I conclude the chapter by considering some of the further benefits of Socratic education and some of the limitations it faces. In Chapter 3 ("Moral Deference and Moral Development") I explore the interaction between expertise and education by examining Socratic policies regarding each. In particular, I consider how Socrates thinks we ought to interact with moral experts, and I consider how he thinks we ought to promote our own moral development (in light of the account of virtue from Chapter 1). I argue that while there appears to be a trade-off between deference and development, Socrates' characteristic method of inquiry, elenchus, offers a way to reconcile the two. I bookend the chapter with a discussion of some recent work in moral epistemology on the puzzle of pure moral deference. The Socratic perspective on deference and development supplies a new diagnosis of this puzzle.
by Daniel Scott Hagen.
Ph.D.
3

Phillips, Glynn Stuart. "Moral education and the nature of moral judgment." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/74566/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
A vigorous debate is taking place about whether school pupils should be morally educated. Opinion appears to be sharply divided both about whether this is possible, and even if it is, what it would be. Some claim that schools have a duty to teach pupils 'universal' values. Others reject this, claiming that this is based on a misconception of what a moral judgment is. This school of thought takes moral judgment to be in a broad sense subjective or relative, and bases its doubts about the enterprise of moral education on these conceptions. Such scepticism about moral education, I suggest, is indicative of a more general view that unless claims made in a subject or activity can be objective and objectively assessed, they are not a fit vehicle for educational activity. Subjective or relativistic conceptions about moral judgment are ways of doubting whether claims made in morality can be objective and so can be a proper domain of educational activity. These claims about how we understand the concept of moral judgment, are philosophical claims. To get to grips with these positions, I use the resources of metaethics to examine them. I suggest that any metaethical theory about the nature of moral judgment can be assessed by four tests, which are laid out in chapter 1. These are whether a theory (a) accounts for our basic moral convictions, (b) explains how we should understand the nature of moral disagreement, (c) explains what kind of knowledge is moral knowledge or what kind of justification is moral justification, and (d) explains the connection between moral judgment and moral action. In chapters, 2-7, I examine the claims of emotivism, universal prescriptivism, two versions of subjectivism, relativism, moral realism and, more briefly, ethical naturalism to provide a satisfactory philosophical account of the nature of moral judgment. In the concluding chapter, I draw out the implications of these different metaethical theories for moral education. I argue that emotivism, standard subjectivism, and relativism, the metaethical theories upon which sceptical views about the possibility of moral education are based, do not do justice to those aspects of our moral experience which form the basis for my four tests, and do not support the case that moral education is not possible. I go on to argue that we can deepen our understanding of what it is to be morally educated and what it is to engage in moral education, by making judicious selections from the ideas and claims in universal prescriptivism and moral realism.
4

Sprod, Tim. "Philosophical discussion in moral education the community of ethical inquiry /." London : Routledge, 2001. http://www.myilibrary.com?id=7101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Park, Sungjoo. "Moral Education and Sport." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268240015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vokey, Daniel James. "Reasons of the heart, moral objectivity and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28076.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.
8

Cooper, James A., and res cand@acu edu au. "The Cognitive Anatomy of Moral Understanding and the Moral Education Question: A study in the philosophy of moral education." Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp180.20112008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This study investigates the problem of contemporary interpretations of the moral education question, as informed by rival moral-philosophical and epistemological traditions. In this study, the moral education question is taken to mean, ‘What educational form and content may best assist students in becoming ethically minded and morally good people?’ Accordingly, this necessitates a consideration of what is meant by morality and what are the central characteristics of the moral life (i.e. moral philosophical perspectives), as well as how such accounts of morality are seen to relate to the educational aims of knowledge and intellectual development (i.e. underlying epistemology).This study shows that current interpretations of moral education (as efforts to ‘teach values’) are predominantly informed by the ‘juridical ethical tradition,’which, in turn, is underpinned by a distinctive epistemology (or ‘Juridicalism’).The thesis proposes that Juridicalism is philosophically contestable because it leads to a partially distorted conception of the moral life and hence of moral education. Generally, by regarding the cognitive dimensions of moral thought and action as separate from and independent of the emotional-volitional dimensions, Juridicalism is an obstacle to understanding the proper moral educational task of schools. Notably, Juridicalism leads to a questionable emphasis on the importance of ‘values’, as expressed in generally agreed rules and principles, as opposed to particular and substantive moral judgements.A critique of Juridicalism is developed, focussing on its underlying conception of human reason as inspired by a distinctly Modern mind-body/world dualism argue that the fragmented and reductive epistemology of Juridicalism signals the need for a richer and more variegated theory of cognition, marked specifically by an integrated anthropology and substantive theory of reason. Further, such an epistemology is located in the realist philosophy of classical antiquity particularly within the Aristotelian tradition. I propose a defence of what I call ‘Classical Realism’, in contrast to Juridicalism, highlighting its distinctively integrated account of the mind/soul and body/world relationship, and substantive conception of practical rationality or moral understanding. Classical Realism also makes central the notion of knowledge as ‘vision’ in order to explain how the rational and affective dimensions of human nature come together in moral thought and action. Finally, the moral education question is reconsidered in light of the visional ethical perspective emerging from Classical Realism. In this light I interpret the moral education question as a matter of nurturing the (intellectual) capacity for and habit of correct vision and, relatedly, moral judgement. Further, this task is shown to be vitally connected with the school’s focus on developing knowledge and the intellect through the teaching of traditional academic and practical disciplines. Some initial comments are made concerning the pedagogical implications of such an interpretation, while some associated challenges and questions for further research are highlighted.
9

Cooper, James. "The cognitive anatomy of moral understanding and the moral education question: A study in the philosophy of moral education." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/16b8d52969ea9ff682a69b61b961d450653f053745b3ce5926b2e3da886f6a5a/1680168/64830_downloaded_stream_55.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This study investigates the problem of contemporary interpretations of the moral education question, as informed by rival moral-philosophical and epistemological traditions. In this study, the moral education question is taken to mean, 'What educational form and content may best assist students in becoming ethically minded and morally good people?' Accordingly, this necessitates a consideration of what is meant by morality and what are the central characteristics of the moral life (i.e. moral philosophical perspectives), as well as how such accounts of morality are seen to relate to the educational aims of knowledge and intellectual development (i.e. underlying epistemology).
10

容樂 and Lock Betty Yung. "Moral education: a philosophical investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Moral education":

1

Durkheim, Émile. Moral education. Mineola, N.Y: Dover Publications, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Flack, A. G. Moral education. New York: Cochrane, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Howard, Griggs Edward. Moral education. 4th ed. New York: B.W. Huebsch, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shirshov, Vladimir. Moral and spiritual education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996096.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The textbook examines the nature and function of spiritual and moral education, its principles, basic organizational forms, methods and technologies. The purpose of the publication is to familiarize readers with the methodological, theoretical and practical problems of spiritually-moral education, development of students ' potential positive motivation for self-regulation of their behavior taking into account spiritually-moral values in everyday life. Describes the issues management process of education, criteria and methods of evaluation of the results spiritually-moral development of students. Meets the requirements of Federal state educational standard of higher education of the last generation 44.04.01 direction of preparation "Pedagogical education" (program "Social security"). Designed for students, teachers, undergraduates and postgraduates of the faculty of life safety.
6

Baubérot, Jean. La morale laïque contre l'ordre moral. Paris: Archives Karéline, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Verbeke, Gérard. Moral education in Aristotle. Washington, D.C: Catholic University of America Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Heslep, Robert D. Moral education for Americans. Westport, Conn: Praeger, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ruyter, Doret J. de, and Siebren Miedema, eds. Moral Education and Development. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Braithwaite, R. H. E. Moral and social education. St. Augustine, Trinidad and Tobago: University of the West Indies, School of Continuing Studies, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Moral education":

1

Heintz, Monica. "Moral education." In The Anthropology of Morality, 108–17. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003108306-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Halstead, J. Mark. "Moral Education." In Encyclopedia of Cross-Cultural School Psychology, 630–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_260.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Korthals, Michiel. "Moral development." In Philosophy and Education, 119–33. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8782-2_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lind, Georg. "Moral Competence." In Accounting Ethics Education, 155–74. New York : Routledge, 2021. | Series: Routledge studies in accounting: Routledge, 2020. http://dx.doi.org/10.4324/9780429321597-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Aloni, Nimrod. "Glocal Moral Education." In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education, 30–39. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246732-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Balakrishnan, Vishalache. "Moral Education and Islamic Education." In Education in Malaysia, 151–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003244769-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Balakrishnan, Vishalache. "Humanizing Education through Moral Education." In A Human Values Pathway for Teachers, 89–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0200-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chazan, Barry. "What Is “Moral Education”?" In Principles and Pedagogies in Jewish Education, 23–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83925-3_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
AbstractMoral education is one of the most significant arenas of preoccupation of analytic educational philosophy as well as of daily educational practice. Several significant alternative theories of moral education emerged in twentieth century philosophy of education.It would seem that twenty-first century theory and practice of moral education reflects new realities, challenges, and responses.
10

Cuypers, Stefaan E. "Moral Education,Moral Responsibility,and Deontic Morality." In Moral Education and Development, 147–60. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Moral education":

1

"Moral Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Narvaez, Darcia. "Moral Character Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685716.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chenglong, Xu, and Hu Xiufan. "Physical Education, Aesthetic Education, Moral Education." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

YANG, HONG. "RESEARCH ON WECHAT MORAL EDUCATION MODEL INNOVATION IN UNIVERSITIES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35730.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
College students are in the active period of thinking and knowledge, and WeChat has a profound influence on them. At the same time, the moral education in colleges and universities is in the era of both challenges and opportunities. With the increasingly changing and frequent use of WeChat, moral education in colleges and universities is faced with new educational objects, educational environments and educational models. By analyzing the positive and negative effects of WeChat on college students and college moral education, this paper tries to put forward some suggestions on the strategy of using WeChat platform to conduct moral education for college students. The author hopes to provide inspiration for the innovation of moral education in colleges and universities in China and make a little contribution to the cause of moral education through the discussion of this paper.
5

Tong, Fuchao. "Education as Foundation, Moral Education First---- Several Trials in Moral Education in Ideological and Political Education Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.184.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mao, Ye. "Moral Values Education is the Core of Moral Education in Colleges and Universities." In IPEC 2021: 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452446.3452581.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yu, Tianlong. "Toward an Education That Is Moral: Redefining Moral Education in a Multicultural Society." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882401.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Efrat, Shay. "The Evolution Of Moral Atiitudes Towards Holocaust Moral Dilemmas." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wang Xiaowu and Zhao Chun. "Computer web aided moral education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132056.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Efrat, Shay. "The Correlations Between Holocaust Moral Attitudes and Moral Lessons." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.38.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Moral education":

1

Boghossian, Peter. Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5552.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.
3

Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
4

Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
5

Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
6

Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
7

Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
8

Lyzanchuk, Vasyl. COMMUNICATIVE SYNERGY OF UKRAINIAN NATIONAL VALUES IN THE CONTEXT OF THE RUSSIAN HYBRID WAR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The author characterized the Ukrainian national values, national interests and national goals. It is emphasized that national values are conceptual, ideological bases, consolidating factors, important life guidelines on the way to effective protection of Ukraine from Russian aggression and building a democratic, united Ukrainian state. Author analyzes the functioning of the mass media in the context of educational propaganda of individual, social and state values, the dominant core of which are patriotism, human rights and freedoms, social justice, material and spiritual wealth of Ukrainians, natural resources, morality, peace, religiosity, benevolence, national security, constitutional order. These key national values are a strong moral and civic core, a life-giving element, a self-affirming synergy, which on the basis of homogeneity binds the current Ukrainian society with the ancestors and their centuries-old material and spiritual heritage. Attention is focused on the fact that the current problem of building the Ukrainian state and protecting it from the brutal Moscow invaders is directly dependent on the awareness of all citizens of the essence of national values, national interests, national goals and filling them with the meaning of life, charitable socio-political life. It is emphasized that the missionary vocation of journalists to orient readers and listeners to the meaningful choice of basic national values, on the basis of which Ukrainian citizens, regardless of nationality together they will overcome the external Moscow and internal aggression of the pro-Russian fifth column, achieve peace, return the Ukrainian territories seized by the Kremlin imperialists and, in agreement will build Ukrainian Ukraine.
9

Kimhi, Ayal, Barry Goodwin, Ashok Mishra, Avner Ahituv, and Yoav Kislev. The dynamics of off-farm employment, farm size, and farm structure. United States Department of Agriculture, September 2006. http://dx.doi.org/10.32747/2006.7695877.bard.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Objectives: (1) Preparing panel data sets for both the United States and Israel that contain a rich set of farm attributes, such as size, specialization, and output composition, and farmers’ characteristics such as off-farm employment status, education, and family composition. (2) Developing an empirical framework for the joint analysis of all the endogenous variables of interest in a dynamic setting. (3) Estimating simultaneous equations of the endogenous variables using the panel data sets from both countries. (4) Analyzing, using the empirical results, the possible effects of economic policies and institutional changes on the dynamics of the farm sector. An added objective is analyzing structural changes in farm sectors in additional countries. Background: Farm sectors in developed countries, including the U.S. and Israel, have experienced a sharp decline in their size and importance during the second half of the 20th century. The overall trend is towards fewer and larger farms that rely less on family labor. These structural changes have been a reaction to changes in technology, in government policies, and in market conditions: decreasing terms of trade, increasing alternative opportunities, and urbanization pressures. As these factors continue to change, so does the structure of the agricultural sector. Conclusions: We have shown that all major dimensions of structural changes in agriculture are closely interlinked. These include farm efficiency, farm scale, farm scope (diversification), and off-farm labor. We have also shown that these conclusions hold and perhaps even become stronger whenever dynamic aspects of structural adjustments are explicitly modeled using longitudinal data. While the results vary somewhat in the different applications, several common features are observed for both the U.S. and Israel. First, the trend towards the concentration of farm production in a smaller number of larger farm enterprises is likely to continue. Second, at the micro level, increased farm size is negatively associated with increased off-farm labor, with the causality going both ways. Third, the increase in farm size is mostly achieved by diversifying farm production into additional activities (crops or livestock). All these imply that the farm sector converges towards a bi-modal farm distribution, with some farms becoming commercial while the remaining farm households either exit farming altogether or continue producing but rely heavily on off-farm income. Implications: The primary scientific implication of this project is that one should not analyze a specific farm attribute in isolation. We have shown that controlling for the joint determination of the various farm and household attributes is crucial for obtaining meaningful empirical results. The policy implications are to some extent general but could be different in the two countries. The general implication is that farm policy is an important determinant of structural changes in the farm sector. For the U.S., we have shown the different effects of coupled and decoupled (direct) farm payments on the various farm attributes, and also shown that it is important to take into account the joint farm-household decisions in order to conduct a meaningful policy analysis. Only this kind of analysis explains the indirect effect of direct farm payments on farm production decisions. For Israel, we concluded that farm policy (or lack of farm policy) has contributed to the fast structural changes we observed over the last 25 years. The sharp change of direction in farm policy that started in the early 1980s has accelerated structural changes that could have been smoother otherwise. These accelerated structural changes most likely lead to welfare losses in rural areas.

To the bibliography