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Avratoglou, Alexandros. "Witnessing moral educators breaking (their) moral teachings, morality and self-reported crime : A study on adults in two countries, Sweden and Greece." Thesis, Malmö universitet, Institutionen för kriminologi (KR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45864.
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The present paper extends previous research in terms of integrating social learning with morality theories, under the framework of moral educators’ and their conflicting moral influences. Specifically, this study aims to investigate the impact of witnessing moral educators breaking (their) moral teachings on individual’s morality and criminal behavior using a sample of two countries, Sweden and Greece, with similar population but entirely different cultural and social characteristics. We focus on three research questions regarding the correlations and (i) the explanatory influence of witnessing this conflict on moral emotions and values by gender and country, (ii) its impact on traditional crime by gender and country and (iii) the impact that witnessing the conflict and morality mutually have on traditional crime in the two countries. Our findings emerge in three key points. First, we found that witnessing moral educators influenced both moral emotions differentially in each country and gender, but only affected Swedish males’ moral values. Secondly, our results showed that witnessing moral educators can explain a moderate to small variance of traditional crime only for males in the two countries. Lastly, we found that witnessing moral educators together with morality can explain a moderate variance of traditional crime in the two countries, while gender is highly important for both countries. Findings are discussed in relation to theory and previous research. Future research is recommended in order to expand the understanding of the cultural and social learning processes that inhibit (im)moral contexts and subsequently affect morality and offending.
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Burgoon, Jacob N. "The Moral Foundations of Teaching: Measuring Teachers' Implicit Moral Beliefs." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544787174462244.
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Glasscock, Ed. "Moral and ethical responsibilities of Biblical teaching." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Fallona, Catherine Ann 1968. "Manner in teaching: A study in moral virtue." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288891.
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There is a growing interest in the study of the moral qualities of teachers. Many studies emphasize empirical techniques without attention to the philosophical features of moral conduct or focus on the philosophical features without connections to the actual conduct of teachers. This dissertation combines philosophical and empirical inquiry to study the moral conduct of teachers. Using Fenstermacher's distinction among teaching method, style, and manner, the technical and personality characteristics of teachers are distinguished from teacher conduct that expresses moral virtue. This conduct is known as the manner of the teacher. This dissertation investigates how manner may be made explicit, as a philosophical concept and an object of empirical inquiry. The philosophical part examines the conceptual nature of moral action in the classroom, using an Aristotelian ethics as the framework for analysis. The empirical part is a case study of three classroom teachers, whose moral conduct is examined using the Aristotelian framework. This dual philosophical/empirical approach permits inquirers to observe and analyze selected moral dimensions of teaching, then draw conclusions about how the teachers express moral virtue. The empirical part is a qualitative study of three teachers, each interviewed and observed over a one year period. Case studies illustrating the teachers' expressions of moral virtue were developed, followed by a cross-case analysis that revealed common and distinct elements in the teachers' manner. The cross-case analysis suggests that the teachers express virtues in similar ways according to the Aristotelian framework and in particular ways according to their individual style. Further, teachers express more than one virtue simultaneously. The main conclusion one may draw from this study is that it is possible to systematically observe and describe manner in teaching. Suggestions for further research include (1) situations in which the expression of one virtue appears to conflict with another, (2) the difficulties of analyzing the intellectual virtues, and (3) clarifying the relationship between manner and teachers' context, content, and students. A significant implication of this study is that it is possible to attend to manner in ways that permit the development of moral virtue in teaching.
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Terreaux-Durand, Martine. "L’enseignement moral à l’école aujourd’hui : un projet faisable ? : regards sur l’école élémentaire publique en France de 2008 à 2013." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100159.
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La recherche présentée s’intéresse à la faisabilité du projet d’un enseignement moral explicite dans les programmes de l’école élémentaire de 2008 à 2013. Le retour de la morale dans les Instructions officielles survient comme un moyen de remédiation à l’affaiblissement des valeurs républicaines dans l’école mais aussi dans la société en général, or ce projet semble empêché par une démocratie couplée à un individualisme croissant. Discipline noble sous la IIIe République, l’enseignement moral a été effacé des programmes dans la seconde moitié du XXe siècle. Réapparu en 2008, nous étudions les conséquences de la rupture dans l’histoire de cet enseignement. Dans les pratiques d’enseignement moral, nous constatons une transformation des valeurs républicaines : liberté, égalité, fraternité et de leurs corollaires : autonomie, neutralité et tolérance réinterrogeant les notions d’autorité, de responsabilité et de respect. Nous relions ces constats à la laïcité et aux enjeux du maintien d’un pluralisme des opinions et des croyances. Nous recherchons également si le corps enseignant et les pratiques pédagogiques soutiennent ce projet d’enseignement. Notre travail de recherche croise l’étude des conditions de faisabilité d’un projet à celle de la mise en œuvre de l’enseignement moral aujourd’hui. Notre approche est historique, philosophique et pédagogique. Le corpus de données est établi à partir de trois sources : des documents d’obligation, des observations en classe et des entretiens menés auprès de professeurs des écoles. La mise en œuvre du projet d’enseignement moral requiert un cadre avec des finalités et des modalités clairement définies ; une formation initiale et continue des enseignants complète, prenant en compte les dimensions de la poiesis et de la praxis<br>The research presented focuses on the feasibility of a project of explicit moral education in the curriculum of the elementary school from 2008 to 2013. This project for the reintroduction of morality in the Official Instructions comes as a means to remedy the weakening of republican values within the school itself and in society in general, but the implementation of this project seems to be prevented by a democracy coupled with a growing individualism.Considered as the keystone under the Third Republic, moral education lost its importance during the second half of the twentieth century until the word "moral" was erased in school curriculum. It reappeared suddenly in 2008. We analyze the consequences of the rupture in the history of this teaching. In moral teaching practices, we note the transformation of the republican values : freedom, equality, fraternity and their corollaries : autonomy, neutrality and tolerance re-examining the notions of authority, responsibility and respect. We link these findings to secularism and the challenge of maintaining a pluralism of opinions and beliefs. We are also investigating whether the teaching profession and teaching practices support the implementation of this project.Our research work combines the study of the feasibility of such project with that of the implementation of moral education in classrooms today. Our approach is historical, philosophical and pedagogical. The corpus of data is drawn from three sources : official instructions, classroom observations and interviews with school teachers.The implementation of the moral education project requires a framework with clearly defined aims and modalities ; initial and in-service teacher training, taking into account the dimensions of poiesis and praxis
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Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.
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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of the informants and reports of each interview are included. Conclusions were generally consistent with the literature. Teachers expressed several reasons for entering the profession: (1) working with people; (2) serving society; (3) continuing successful school experiences; and (4) desiring to emulate a significant teacher. Teachers described their moral purposes as related to caring, community awareness, lifelong learning, efficacy, and ethics. The teacher's role in society was described in similar terms. Several other important conclusions are described. First, these successful teachers had a sense of destiny with regard to entering the profession. This sense of destiny demonstrated the degree to which these successful teachers value the profession. Second, they described the importance of teachers serving others as role models. Third, most of the teachers suggested that their moral purposes have not changed very much over time even though students and methodologies have changed. Finally, they described community service as an important activity of the successful teacher. Again, these findings were consistent with the literature describing the dispositions of effective teachers. Recommendations for further research are included along with implications for teacher education and for in-service teachers. A model for devising a moral development plan for teacher education units is presented. Another model describes the process whereby in-service teachers can work to describe and develop their moral purposes. This study provides a detailed analysis of how successful teachers described their profession. The attitudes and beliefs underlying these descriptions are of significance to teachers and to teacher educators.
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Xenophontos, Sophia A. "Teaching and learning in Plutarch : aspects of moral education." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547824.
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Knutas, Agneta. "Mellan styrning och moral : berättelser om ett lärarlag /." Örebro : Örebro universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2701.
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Bowden, MaryZoe. "Teaching as a Moral Act: Simone Weil's Liminality as an Addition to the Moral Conversation in Education." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3592.
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We are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral agent, given an environment that is either vacuous of or even hostile toward the moral vector implicit in education. The following questions are considered: 1) Does education today have a moral end? 2) What should that moral end be? 3) What should the educator's role be in said education? 4) Has education historically served as a moral endeavor? 5) And finally, how much should a teacher with a specific religious basis for her morals allow that to affect her role as moral agent in a secular setting? In order to respond to these questions, an historical review of how teachers were traditionally expected to serve as moral agents was undertaken, as were a review of contemporary research on moral education and a consideration of numerous philosophers' perspectives. Simone Weil, a French philosopher and teacher, is looked to as an example of a woman who lived her life with a core set of beliefs that led her to both push boundaries and yet remain in a liminal space that allowed her to remain open to others' values and needs. Weil's liminal approach to life is explored in combination with MacIntyre's call to found a morality on virtues based on a teleological view of man. Ultimately it is suggested that the educator with a deep sense of faith must both strive to function in the liminality Weil represented, and to root herself deeply in her own faith, from which she will gain the strength to live within the necessary tension evoked by teaching in a secular institution.<br>Ed.D.<br>Other<br>Education<br>Education EdD
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Bowden, Mary-Zoe. "Teaching as a moral act Simone Weil's liminality as an addition to the moral conversation in education /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002898.
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Smith, Rebecca. "The Moral Oppression of the Teaching Profession: Learning to Transcend." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5869.
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This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.<br>M.A.<br>Masters<br>Office of Interdisciplinary Studies<br>Graduate Studies<br>Interdisciplinary Studies
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Hart, Michael Richard. "Platonic education : teaching virtue in a constantly changing moral culture." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/50299/.
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In this thesis I shall argue (1) that for Plato ‘moral’ education, rightly understood (or ‘Platonic education’ as I shall call it), can be an effective method for cultivating virtue in non-ideal societies; (2) that Platonic education is a process that occurs (or Plato hopes might occur) through an engagement with some of the dialogues; (3) that Platonic education strongly mirrors Sokratic discourse in its aims; (4) that Plato’s whole approach to education should be understood mainly from the context of the problem of teaching virtue in imperfect societies; (5) that Plato intends some of the dialogues to serve as a propaedeutic for a possible education in virtue and not as a method for creating fully virtuous people. Lastly, (6) Platonic education is primarily concerned with human virtue, and insofar as it can support a notion or notions of civic virtue, it cannot do so unequivocally. The evidence for these claims is found not chiefly in the educational programmes and theories of the Republic and the Laws but in a number of techniques, such as protreptic rhetoric, life-models, argumentation, and myth, which Plato employs in some of the dialogues. Platonic education is specifically designed to function in imperfect societies. With this in mind therefore, an additional concern of this thesis is with whether we could imagine any of Plato’s educational principles or techniques being used to improve moral education today.
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Ferrin, Thomas Lane. "Authentic Purposeful Design Within Moral Spaces of Teaching at BYU." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6748.
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This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged regarding various values and forces involved as teachers strive for excellence, as well as the roles and dynamics that authentic purposeful design can have in relation to those efforts. The study also revealed ways that the formulation and use of authentic purposeful design could be altered for greater utility by consultants at BYU and other institutions of higher education.
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Farrow, Frank F. "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 /." Title page, contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmf246.pdf.
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Thill, Lowell Lambert Holsinger M. Paul. "The use of moral dilemmas in teaching American history strategies for improving critical thinking, moral reasoning, and learning /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105744.
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Thesis (D.A.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 22, 2005. Dissertation Committee: M. Paul Holsinger (chair), Lawrence W. McBride, William J. Gnagey, Joseph L. Grabill, L. Moody Simms. Includes bibliographical references (leaves 96-105) and abstract. Also available in print.
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Terreaux-Durand, Martine. "L’enseignement moral à l’école aujourd’hui : un projet faisable ? : regards sur l’école élémentaire publique en France de 2008 à 2013." Electronic Thesis or Diss., Paris 10, 2017. http://www.theses.fr/2017PA100159.
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La recherche présentée s’intéresse à la faisabilité du projet d’un enseignement moral explicite dans les programmes de l’école élémentaire de 2008 à 2013. Le retour de la morale dans les Instructions officielles survient comme un moyen de remédiation à l’affaiblissement des valeurs républicaines dans l’école mais aussi dans la société en général, or ce projet semble empêché par une démocratie couplée à un individualisme croissant. Discipline noble sous la IIIe République, l’enseignement moral a été effacé des programmes dans la seconde moitié du XXe siècle. Réapparu en 2008, nous étudions les conséquences de la rupture dans l’histoire de cet enseignement. Dans les pratiques d’enseignement moral, nous constatons une transformation des valeurs républicaines : liberté, égalité, fraternité et de leurs corollaires : autonomie, neutralité et tolérance réinterrogeant les notions d’autorité, de responsabilité et de respect. Nous relions ces constats à la laïcité et aux enjeux du maintien d’un pluralisme des opinions et des croyances. Nous recherchons également si le corps enseignant et les pratiques pédagogiques soutiennent ce projet d’enseignement. Notre travail de recherche croise l’étude des conditions de faisabilité d’un projet à celle de la mise en œuvre de l’enseignement moral aujourd’hui. Notre approche est historique, philosophique et pédagogique. Le corpus de données est établi à partir de trois sources : des documents d’obligation, des observations en classe et des entretiens menés auprès de professeurs des écoles. La mise en œuvre du projet d’enseignement moral requiert un cadre avec des finalités et des modalités clairement définies ; une formation initiale et continue des enseignants complète, prenant en compte les dimensions de la poiesis et de la praxis<br>The research presented focuses on the feasibility of a project of explicit moral education in the curriculum of the elementary school from 2008 to 2013. This project for the reintroduction of morality in the Official Instructions comes as a means to remedy the weakening of republican values within the school itself and in society in general, but the implementation of this project seems to be prevented by a democracy coupled with a growing individualism.Considered as the keystone under the Third Republic, moral education lost its importance during the second half of the twentieth century until the word "moral" was erased in school curriculum. It reappeared suddenly in 2008. We analyze the consequences of the rupture in the history of this teaching. In moral teaching practices, we note the transformation of the republican values : freedom, equality, fraternity and their corollaries : autonomy, neutrality and tolerance re-examining the notions of authority, responsibility and respect. We link these findings to secularism and the challenge of maintaining a pluralism of opinions and beliefs. We are also investigating whether the teaching profession and teaching practices support the implementation of this project.Our research work combines the study of the feasibility of such project with that of the implementation of moral education in classrooms today. Our approach is historical, philosophical and pedagogical. The corpus of data is drawn from three sources : official instructions, classroom observations and interviews with school teachers.The implementation of the moral education project requires a framework with clearly defined aims and modalities ; initial and in-service teacher training, taking into account the dimensions of poiesis and praxis
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Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.
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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.<br>This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
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Lau, Wai-Keen Paul. "Understanding teachers' professional learning : quality teaching in personal, social and moral education." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364894.
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Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.
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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis.
Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factors influencing the ethical reasoning abilities of accountants and accounting students. The results of these studies may assist accounting schools and the accounting profession in controlling and improving the ethical orientation of the accounting profession.
This study examines the possible relationship of ethics education and moral reasoning of undergraduate and graduate accounting students. Limited previous research on these two variables has provided mixed results. This study examined undergraduate and graduate accounting students at six colleges and universities in the upper mid-west and southern region of the United States. The variable of ethics was measured with Rest's DIT-2 instrument and ethical education by completed ethics courses.
The results of this study demonstrate a significant relationship between ethics education and the moral reasoning of accounting students. However, the results were not in the expected direction, with the accounting students completing ethics education having a significant lower level than the accounting students without ethics education. In addition, this research found that accounting students who are 22 years of age or younger possess higher levels of ethical reasoning than accounting students who are older than 22 years of age. However, the findings show that there are no significant differences in the ethical maturity levels of accounting students when grouped by gender and education level.
These findings support the need for further research into determining factors influencing moral judgment in undergraduate and graduate accounting students.
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Galway, Mary Alison. "Attitudes and Moral Development During a College Course on Human Sexuality." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30445.
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The goal of this research project was to understand better how classroom teaching, as purposeful social construction, can influence student attitudes in the direction of increased sensitivity to the diversity and complexity of issues involving human sexuality and individual choices. To develop this understanding, pre- and post-semester attitudes about the topics of gender, sexual orientation, sex education, and sexual coercion were gathered along with demographic information. Written end-of-class comments regarding the four topics were coded for evidence of level of moral development and factors contributing to cognitive effort and commitment to one's opinion.
Demographic influences on attitudes included sex, in which women scored higher on average attitudes than men in the topics of gender, sexual orientation, and sexual coercion. Self-described religious background was significant in that religiously conservative participants scored lower in attitudes about sexual orientation than liberals or those with no religious background. Women scored significantly higher regarding the gender topic on relevance to own life, in favorability toward the presentation, and level of affect.
Attitudes about sexual orientation and, to a lesser extent, sexual coercion changed over the semester in a direction of increased sensitivity to diversity and individual choice. Semester attitude differences were significantly higher than differences recorded for the single multimedia session early in the semester for sexual orientation, sex education, and sexual coercion, and for the single multimedia session late in the semester for sexual orientation. Attitudes were not influenced by affect or commitment to one's opinion, but attitude scores were significantly related to personal relevance, especially regarding gender and sexual orientation, life experience regarding sexual orientation, and favorability toward the class presentation for all topics. Repetitive exposure to information about sexual coercion was significant for higher attitude scores for participants reporting little prior exposure and considerable prior exposure, and lower attitude scores for participants reporting only some prior exposure.
Level of moral development, significantly higher for women regarding sexual orientation and sexual coercion, was significantly and positively related to overall attitudes about sexual orientation and sexual coercion. Level of moral development scores were significant also regarding gender perspective-taking, favorability toward the class presentations on sexual orientation and sex education, repetitive exposure to a topic, distraction from the sexual orientation presentation, and cognitive effort exerted in considering the messages of the gender, sexual orientation, and sex education presentations.<br>Ph. D.
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Okore, Maggie. "How teachers understand, respond to, and implement values education in Kenyan schools." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-131230.
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Wineberg, Timothy W. "Enacting an ethic of pedagogical vocation: pursuing moral formation in responding to the call of sacrifice, membership, craft, memory, & imagination /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2648.
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Polacsik, Annice Samskin. "Caring as a moral concept and its inclusion in nursing education." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56643.
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This thesis explores the psychological foundation of caring relationships, and analyzes the moral perspective of care as described by feminist and nursing theorists. Literature pertaining to a theory of nursing ethics will be discussed. Although such a theory is still in the development stage, there is considerable agreement in recent nursing literature that the concept of care is central to the practice of nursing, and an ethic of care should be an integral part of the teaching of ethics in nursing education. The final chapter of this thesis proposes a pedagogical paradigm shift in nursing education that incorporates a caring curriculum capable of enhancing the ethical ideal of caring.
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Han, Kyoung-Min. "Teaching Sympathy in Rural Places: Readers’ Moral Education in Nineteenth-Century British Literature." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150337396.
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Silva, Claudiele Carla Marques da. "Educação moral, escola e comunidade : uma relação (des)articulada? /." Presidente Prudente, 2013. http://hdl.handle.net/11449/92387.
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Orientador: Maria Suzana de Stefano Menin<br>Banca: Divino José da Silva<br>Banca: Alessandra de Morais Shimizu<br>Resumo: O presente estudo encontra-se vinculado à linha de pesquisa "Processos formativos, diferenças e valores", do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia - UNESP. Nessa pesquisa, tivemos como objetivo geral investigar e analisar as relações entre projetos e/ou experiências de Educação Moral nas escolas e a comunidade de seu entorno. Para tanto, investigamos essas relações na literatura específica da área e também em dados secundários de uma pesquisa anterior, nomeada "Projetos bem-sucedidos de Educação Moral: em busca de experiências brasileiras", em que foram analisadas 169 experiências de Educação Moral ali coletadas por meio de questionários, em escolas públicas de ensino fundamental (6° ao 9° ano) e médio do estado de São Paulo. Realizamos uma leitura geral de todas as questões respondidas nesses questionários e que ofereceram uma descrição das experiências. Através dessas questões, foi possível investigar a presença ou a ausência da comunidade por meio das respostas relativas ao tema, métodos empregados, finalidades buscadas, mudanças percebidas, relações com a comunidade extraescolar e a justificativa de por que foi considerada bem-sucedida pelo respectivo respondente. Para a análise dessas questões, utilizamos o programa Alceste e, como complemento, a análise de conteúdo. Num segundo momento, selecionamos, com critérios retirados da literatura, seis experiências consideradas interessantes de Educação Moral... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This study is linked to the line of research "Formative processes, differences and values" of the Post-Graduate Program in Education, Faculty of Sciences and Technology - UNESP. In this research, we aimed at investigating and analyzing the relationships between projects and/or experiences of Moral Education in schools and community of its surroundings. We therefore investigated such relationships in specific literature of the area and also on secondary data from a previous survey, named "Successful Projects of Moral Education: seeking Brazilian experience", which analyzed 169 experiments of Moral Education collected through questionnaires in public secondary schools (6th to 9th grade) and high school of the state of São Paulo. We conducted a general reading of all these questions answered and provided a description of the experiments. Through these questions, it was possible to investigate the presence or absence of the community through the responses relating to the topic, methods employed, objectives sought, perceived changes, relations with out-of-school community and justification for why it was successful. To analyze these answers, we used software Alceste, and, in addition, the content analysis. Secondly, we selected, with criteria taken from the literature, six experiments considered interesting concerning Moral Education... (Complete abstract click electronic access below)<br>Mestre
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Moffatt-Roney, Donna 1947. "A study of moral thinking of students in a CEGEP nursing program /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66267.
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Jones, Laurie Ann Talbert Tony L. "Passionate teacher/virtuous teaching : exploring the relationship between teacher passion, teacher calling, and character education /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4202.
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Quammie, Arsinoée Salomon. "The case against the method and implications of Lawrence Kohlberg's system of teaching for moral education /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56627.
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Lawrence Kohlberg's approach to values education based upon his moral developmental stages has, since the seventies, dominated the field of moral education where it has often become a substitute for traditional and direct moral teaching.<br>This thesis will attempt to demonstrate that Kohlberg's approach to moral education cannot, by its very nature, be a viable alternative for moral education in regard to either individual or societal moral needs.<br>Although Kohlberg's system has been defended for its "classroom dilemmas", associated pedagogical techniques and its "just community" approach to problem solving, this thesis will attempt to show that these approaches have consequences which are in themselves detrimental to the development of a positive moral standard. The use of Kohlberg's system would result in extreme subjectivism and relativism which are destructive to a basic objective moral standard for society.
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Gosnell, Peter William. "Behaving as a convert : moral teaching in Ephesians against its traditional and social backgrounds." Thesis, University of Sheffield, 1992. http://etheses.whiterose.ac.uk/3415/.
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The study examines Eph 4:1-5:20. Consisting of five chapters, it probes the following five passages: 4:1-16; 4:17-24; 4:25-5:2; 5:3-14; and 5:15-20. Each chapter investigates the relevant verses exegetically, focussing on behavioural aspects. This overview is then compared with issues raised in chapters 1-3, with similar notions of morality from antecedent Pauline writings and with selected Jewish and Graeco Roman writings. The final section of each chapter builds and then applies a social science or social history model. Though exhibiting differences from Paul's undisputed writings, the basic moral view of these verses is Pauline. Various Jewish writings (LXX, Greek versions of OT Pseudepigrapha and relevant passages from Josephus, Philo and Qumran) are brought to bear on these verses. Certain Graeco-Roman writings, (Plato's Laws, Aristotle's Nicornachean Ethics and discourses from Dio Chrysostom and Epictetus) are also examined. Though a remarkable number of affinities exist between Ephesians and these other writings, no evidence of direct influence is detected. Rather, Ephesians appears to be a product of its age, expressing similar ideas because it shares elements of a common world view. Ephesians differs from most of the non-Pauline writings examined by linking morality with religious devotion. Social network and exchange theories (chapter 1), New Religious Movements theories (chapters 2 and 3), principles from honour and shame cultures (chapter 4) and a social model from symposia (chapter 5) were applied to relevant passages. Though historical circumstances behind the letter are unknown, Ephesians' moral teaching portrays human situations. The NRM theory applied in chapters 2 and 3 proved to be particularly helpful in explaining how Ephesians' rejection of gentile immorality (4:17-19) does not contradict its acceptance of gentile social structures.
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Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.
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Lau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.
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Brown, Timothy Reid. "Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area county." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.
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Walker, Breifne. "CATHOLIC TEACHING ON REVOLUTIONARY ARMED FORCE: IS THERE A BETTER WAY FORWARD FOR MORAL THEOLOGY?" Bulletin of Ecumenical Theology, 2002. http://digital.library.duq.edu/u?/bet,2362.
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Peddicord, Richard A. "A studied ambiguity: Catholic moral teaching on the question of gay and lesbian rights legislation." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/10125.
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Saintus, Gabriel E. Sr. "The values clarification movement as a response to the need for moral education : an analysis and critique." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61809.
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Minton, Susan Olivia. "The power of accepting love : a pastoral theological consideration of personal sin, guilt and shame, drawing on the work of Carl Rogers and Paul Tillich." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288549.
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Hildingsson, My. "Using Harry Potter to Discuss Moral Values and Equality in the English Language Classroom." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23458.
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Den här uppsatsen tittar på hur Harry Potter-böckerna kan användas för att diskutera moralfrågor i skolan. Syftet är att belysa användbara delar av Harry Potter-böckerna och ge exempel på hur och varför de är användbara för att diskutera rasism och jämlikhet mellan kön. Analysmetoden är en tematisk analys, där alla sju Harry Potter-böckerna har lästs noggrant för att plocka ut teman som överensstämmer med sådana teman man bör diskutera i skolan enligt läroplanen. Det jag kommer fram till är att Harry Potter-böckerna mycket väl skulle kunna användas för att diskutera frågor som rasism och jämlikhet mellan kön då detta är centrala teman i böckerna. Baserat på tidigare forskning kring litteratur och klassrumsdiskussioner av moraliska frågor kommer jag fram till att Harry Potter-böckerna skulle fungera väl i undervisningssituationer där man diskuterar moraliska dilemman eller dylikt.
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Kweh, Soon Han. "The use of stories as a means of teaching moral development in two Singapore secondary schools." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11749/.
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Presently, the Singapore’s Ministry of Education requires the teaching of a set of values in its “Civics & Moral Education” 2007 syllabus (“CME”) for all students in the primary (7 years old to 12 years old), secondary (13 years old to 16 years old) and junior college (17 years old to 18 years old) academic levels. Although there are presently no prescribed or standardized methods in teaching these values, it was inferred from the findings collected from the two schools in this research study that the didactic approach to teach such values to the students is commonly employed by most teachers. This qualitative research study explored the use of stories to teach the CME and moral development in schools as an alternative to the present didactic approach. This research study was carried out on a group of 18 secondary 2 students (14 years old) at two government-funded schools located within a 5-km radius and in one of Singapore’s ubiquitous public housing estates. The aim of this research is to introduce and use stories to teach values as prescribed in the CME in these schools. In so doing it was important to select the appropriate qualitative methods to achieve this and three methods were selected. These involved principally the use of in-depth interviewing methods together with focus-group discussion and non-participant observation methods to collect, understand and present the data of the rich, diverse and detailed responses, reactions and interpretations of the students when and after listening to a set of six stories at two different periods with a three-month interval in between them. The next was to use Kohlberg’s and Biggs and Collis’ taxonomies to assess and evaluate for students’ learning outcomes and whether there has been any apparent or initial evidence of moral or character development. The importance of this research study is that from the positive findings, discussions were carried out and recommendations made to contribute to these schools for their consideration on the use of stories for their teaching of values as prescribed in the CME.
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Carey, Marilyn. "A phenomenological study of parents' experiences teaching their children values and morals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49164.pdf.
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Richard, Jonathan. "L’enseignement moral et civique de 1944 à 2014." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE5036/document.
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En tant qu’instrument d’action publique, l’histoire de l’enseignement moral et civique français peut être observée comme un révélateur efficace de l’évolution subie par l’esprit du temps entre 1944 et 2014. Promu, dès l’immédiat après-guerre, par des néo-pédagogues investis d’une visée, à la fois républicaine et émancipatrice, l’enseignement moral et civique français fut convoqué, à la Libération, pour conjurer “la dégradation de la conscience morale”. Mis en valeur, voire, instrumentalisé par les promoteurs d’une idéologie émancipatrice, il ne fut pourtant pensé qu’en fonction des services qu’il pouvait rendre à une morale républicaine résolument unitariste. Tenu comme à ses débuts d’éveiller la conscience nationale chez l’enfant, il était alors concerné par l’obligation de refondre des liens abimés pendant l’occupation, mais aussi, plus tard, pendant la guerre d’Algérie. Dans un deuxième temps, en revanche, entre 1965 et 1984, le sort progressivement qui lui sera réservé devait bel et bien révéler l’avènement d’un nouvel homme, plus hédoniste, plus libre, plus vindicatif et, de fait, résolument plus individualiste. Malgré l’intervention d’intellectuels soucieux de le voir servir de garde-fou face aux excès de la postmodernité, cet enseignement sera d’ailleurs supprimé en 1977. L’État-éducateur constatant plus tard les méfaits d’un excès d’individualisme et finissant par prendre en compte la nature inédite d’enjeux contenus dans la gestion d’une France plus métissée qu’hier, finira alors par réagir et finalement symptomatiser une forme d’ambivalence française. C’est ainsi qu’à partir des années 1980, des hésitations constantes sur le rôle qu’il devait jouer dans la fabrication du vivre-ensemble sauront incarner l’obligation faite au politique de proposer un discours dépassant l’opposition classique entre individu et collectif<br>As an instrument of public action, the history of french moral and civic education can be seen as an effective indicator of the evolution of the spirit of the time between 1944 and 2014. He was promoted, from the immediate post-war by neo-pedagogues with, both Republican and emancipatory points of view, this teaching has been convened in 1944 to ward off "the degradation of moral conscience". Highlighted, even manipulated by emancipation ideology promotors, it was observed through the services this could get to a decidedly unitary republican morality. Held like in its early to awake national consciousness in children, it was mainly concerned with the requirement to consolidate the links damaged during the occupation, but also later, during the war in Algeria. Secondly, however, the fate that will be gradually awaiting for it between 1965 and 1984 in particular was indeed to reveal the advent of a new man, more hedonistic, more free, more vindictive and, in fact, resolutely individualistic. Despite the intervention of intellectuals anxious to see it used as railing against the excesses of postmodernism, this course will also be abolished in 1977. The « educator-state » later noting the harm of excessive individualism and ending with taking into account the unique nature of the issues contained in the management of a France more mixed than it was, will finally react symptomatising a form of french ambivalence. Thus, in the 1980s, constant hesitations about the role of moral and civic education in « together-life spirit » production will embody the obligation for politics to provide discourses beyond the classical opposition between individual and collective
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Scales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.
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This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.
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Lo, Yuen-ling Peggy. "The perceptions of students and teachers on the teaching of virtues in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25241849.
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Lam, Yim-chong, and 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.
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Silva, Keila. "Assédio moral e sofrimento no trabalho de professores universitários em Manaus." Universidade Federal do Amazonas, 2016. http://tede.ufam.edu.br/handle/tede/5586.
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Previous issue date: 2016-11-28<br>The objective of this research was to understand the configuration of bullying and its implications for the work of teachers of a public institution of higher education in Manaus. The study was based on theoretical and methodological principles of Dejourian psychodynamics work, which is characterized as qualitative research. The method used was the Work and Action Clinic, which provides a space to discuss and listen to their experiences of pleasure and suffering at work. We held thirteen group sessions with the workers, being one of them a feedback. The results of the Work Clinic with university professors not only suggest the relationship between bullying and the suffering experiences at work, but also the illness of teachers surveyed due to the daily violence directed to them. In the first sessions with this methodology there was the predominance of their speech about the suffering of dealing with authoritarian hierarchical superiors who tried to hurt them in person, seeking to disqualify them professionally, marginalize them and humiliate them by restricting their autonomy or hindering their progress in the project. They highlighted a pathogenic working environment of intense psychological distress, generator of intense psychic suffering and damage to physical and mental health, resulting in employees’ illness, driving them away from work for long periods. They showed the relationship between the peers marked by exacerbated individualism, by competition and lack of cooperation. They reported the feeling of loneliness due to the harassment, gender discrimination and sexism in labor relations, the vulnerability of harassment for being migrants, meritocracy guided by academic productivism, the compartmentalized education. They spoke of a management devoid of an institutional policy for the collective, with colonelist features that privileged groups, which denied bullying, suffering and illness at work. In the course of the clinic, there was the transposition of the speech about the suffering by the perlaboration of this one. Throughout the sessions, the group starts discussing moral harassment in the context of working relationships. And he goes on to talk about the pleasure of working from the relationship with the students and the scientific production, and to carry out a movement aimed at the collective creation of strategies to cope with this problem in the work environment. Thus, we infer that the clinic sessions have reached the desired goals.<br>O objetivo desta pesquisa foi compreender a configuração do assédio moral e suas implicações no trabalho dos professores de uma instituição pública de ensino superior de Manaus. O estudo baseou-se nos pressupostos teórico-metodológicos da Psicodinâmica do Trabalho Dejouriana, que se caracteriza como pesquisa qualitativa. O método utilizado foi a Clínica do Trabalho e da ação, que propicia um espaço de fala e escuta das vivências de prazer e sofrimento no trabalho. Foram realizadas treze sessões coletivas com os trabalhadores, sendo uma devolutiva. Os resultados da Clínica do Trabalho com os professores universitários sugerem não somente a relação entre o assédio moral e vivências de sofrimento no trabalho, como também o adoecimento dos professores pesquisados em decorrência da violência cotidiana a eles dirigida. Nas primeiras sessões da clínica predominavam falas sobre o sofrimento de terem que lidar com superiores hierárquicos autoritários que tentavam atingi-los, buscando desqualificá-los profissionalmente, marginalizá-los e humilhá-los, restringindo-lhes a autonomia ou dificultando-lhes o andamento de projetos. Apontavam um ambiente de trabalho patogênico, gerador de intenso sofrimento psíquico e de danos à saúde física e mental, resultando no adoecimento de servidores e no afastamento do trabalho por longos períodos. Mostravam a relação entre os pares marcada pelo individualismo exacerbado, pela competição e pela falta de cooperação. Relatavam o sentimento de solidão decorrente do assédio moral, a discriminação de gênero e o machismo nas relações de trabalho, a vulnerabilidade ante o assédio por serem migrantes, a meritocracia pautada pelo produtivismo acadêmico, o ensino compartimentalizado. Falaram de uma Gestão desprovida de uma política institucional voltada para o coletivo, com características coronelistas, que privilegiava grupos, que negava o assédio moral, o sofrimento e o adoecimento no trabalho. No decorrer da clínica, houve a transposição da fala sobre o sofrimento pela perlaboração deste. Ao longo das sessões, o grupo passa a discutir o assédio moral no contexto das relações de trabalho. E passa a falar sobre o prazer de trabalhar advindo da relação com os alunos e da produção cientifica, e a realizar um movimento dirigido à criação coletiva de estratégias de enfrentamento desse problema no ambiente de trabalho. Diante disso, pode-se inferir que a clinica atingiu os objetivos desejados.
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Souza, Graziela Luciane dos Santos. "Ação docente e educação moral do aluno : um estudo em epistemologia genética." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49840.
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A presente pesquisa consistiu em investigar a ação do docente em sala de aula e suas intervenções, verificando suas relações com a educação moral de seus alunos. Foi realizado estudo por meio de observação em uma turma de 5ª série do Ensino Fundamental com oito anos de duração, composta por 24 alunos e 08 professores. Foram construídas 08 categorias de análise com base na Epistemologia Genética, identificando como os professores educam moralmente seus alunos. Constatou-se que o professor educa moralmente o tempo todo em sala de aula, de diferentes formas e em diferentes momentos, mesmo quando não tem intencionalidade ou consciência. O professor educa moralmente tanto quando realiza intervenções ou quando não as realiza, em alguns momentos contribuindo para o desenvolvimento autônomo, mas predominando a educação moral para a obediência e para a heteronomia dos seus alunos.<br>This research was to investigate the action of teaching in the classroom and their interventions checking their relationship with moral education of their students. A study was conducted with observation in a group of 5th grade of elementary school with eight years duration consisting of 24 students and 08 teachers. 08 analysis categories were built based on genetic epistemology, identifying how teachers educate students morally. It was noted that the teacher educates morally all the time in the classroom, in different ways and at different times, even when you do not have this consciousness or intentionality. The teacher educates morally either with or without interventions, in a few moments, contributing to the autonomous development of their pupils, but predominately moral education for obedience and for the heteronomy.
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Moabelo, Boikanyo Caroline. "Secondary school teachers perceptions, practices and expectations on moral education in Limpopo Province." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3045.
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Thesis (PhD. (Education)) --University of Limpopo, 2019.<br>This study explored secondary school teachers’ perceptions, practices and expectations on moral education. Specifically, three areas of investigation were (a) teachers’ perceptions, (b) practices, and (c) expectations. The purpose of the study was drawn from the fact that our society is currently at crossroads and need to revamp the present education system so that it morphs into a pivotal tool for developing moral values.
The study commenced with an examination of the context, demographics of the schools, teachers and learners. It followed 4 secondary school teachers in Capricorn District of Limpopo Province, over the course of three phases. A critical review and evaluation of empirical studies pertaining to moral education in secondary schools locally and further afield is presented. The theoretical framework of constructivist epistemology and the theoretical perspective of symbolic interactionism guided this study. The research design combined the usual elements of case study (participant observation, individual and focus group interviews), along with documents analysis and records designed to supplement and corroborate data.
Through descriptive thematic and framework analyses applied to data collected, several findings emerged from this study. Firstly, it became clear from teachers’ perceptions that there is insufficient theoretical background on foundations of moral education. This finding has several implications for teacher training syllabus that bears further implications on content comprising of philosophical, sociological and psychological foundations of moral education. Secondly, based on teachers’ practices of moral education, there is a shortage of teaching skills for moral education. This is an indication of a dire need for them to be exposed to various teaching approaches and their alternatives which has implications on organisation of methodology and evaluation. Thirdly, regarding teachers’ expectations in the implementation of moral education for a multicultural society, this study revealed lack of teacher support and calls for their development in this regard. Fourthly, numerous moral agents depicted as stakeholders in moral education can compensate one another in the battle to improve the moral fibre in our schools. Lastly, the moral life that is restricted to the classroom implies supplementation through the adoption of a comprehensive approach to foster moral values beyond the classroom.
Despite the limitations encountered during the execution of this study, such as lack of other moral agents’ voices and selection of other contexts, this study’s findings warrant further exploration, and publication. The study provided evidence for the claim that secondary school teachers’ perceptions, practices and expectations are important constructs that can contribute to the body of knowledge in the moral education literature.
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Albistur, Eztitxu. "L'évolution du didactisme dans la littérature de jeunesse basque de la fin du XIXème siècle au XXIème siècle." Thesis, Pau, 2017. http://www.theses.fr/2017PAUU1028/document.
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Les premiers écrits destinés aux enfants et aux adolescents apparaissent en Europe au XVIIIe siècle et se développent tout au long du XIXe siècle. C'est au XIXe siècle que le terme littérature de jeunesse voit le jour. La littérature destinée aux enfants et adolescents est donc relativement récente. Cette littérature, à travers les œuvres qui la composent, a souvent pour but principal d’éduquer les enfants et les adolescents et porte en elle des messages de divers types : savoir encyclopédique, conseils existentiels et prescriptions morales. Ces messages sont intentionnellement véhiculés par des œuvres que l’on peut donc qualifier de didactiques. Mais ce didactisme propre au genre de la littérature de jeunesse évolue au cours des siècles. En se focalisant sur la littérature de jeunesse basque et en établissant un corpus d’œuvres significatives d’une évolution, nous avons analysé au cours de ce travail de thèse la manière dont les différents messages et les différentes morales étaient transmis aux enfants et aux adolescents lecteurs au cours des siècles. Cette transmission se fait tantôt par le biais du recours à un didactisme explicite, tantôt ou simultanément par l’emploi d’un didactisme plus implicite. Après avoir procédé à l’analyse de chacune des œuvres du corpus, nous les avons comparées et avons proposé une ébauche d’histoire de l’évolution du didactisme de la littérature de jeunesse basque du début XIXe siècle au début du XXIe siècle. Pour finir, nous avons proposé une grille d’analyse œuvres de jeunesse à destination des enseignants et des professeurs qui souhaiteraient travailler sur les messages des œuvres avec leurs élèves<br>The first writings devoted to children and adolescents emerged in Europe in the 18th century and continued to develop throughout the whole of the 19th century. It was in the 19th century that the term “children’s literature” (or “juvenile literature”) came into being. Literature written for children and adolescents is therefore relatively recent. The main aim of this type of literature is largely to educate children and adolescents by means of the works of which it is composed and by carrying messages of varying types: encyclopedic knowledge, existential advice as well as moral prescriptions. These messages are deliberately transmitted through works which one can therefore qualify as being didactic. This characteristic indoctrination of children’s literature (juvenile literature) has evolved over the centuries. Having focalized our research on Basque children’s (juvenile) literature and having compiled a corpus of works pertaining to this evolution we have analysed, in this thesis, the ways in which the various morals and different messages were handed down to juvenile readers throughout the ages. This transmission has taken place sometimes by means of explicit didactism and sometimes, or even simultaneously, by the use of implied didactism. Having proceeded to analyse and compare each opuscule of the corpus we thus propose a historic outline concerning the evolution of didactism in Basque children’s (juvenile) literature as from the 19th century to the beginning of the 21st century. To conclude we have proposed an analytical table of children’s (juvenile) literature destined to aid teachers and professors who may wish to study the messages contained in the works of their pupils
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Hultgren, Daniel. "Etik och moral i film : En studie om filmers relevans i undervisningen." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45833.
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The purpose of this religious didactic study is to investigate how ethics and moral can be interpreted in three different movies. The purpose behind this study is to get a better understanding of how these movies could be used in the subject religion within the college school system. This study of use a qualitative method analysis when studying the films, where the films are interpreted from three different ethical theories such as Utilitarianism, Virtue ethics and Deontological ethics. The quantitative method focuses on social convention in order to fully understand the bigger picture. The social aspects are relevant since this study will examine to see if the movies are fit to be material in the classroom. In order to make this clear I will tie the movies to the college pass marks for the subject Religion. Due to this, the control documents and the curriculum will be tied into the use of the movies in order to give teachers a better understanding of what purpose the film will fulfill.
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Lima, Aline Pereira [UNESP]. "O uso da religião como estratégia de educação moral em escolas públicas e privadas de Presidente Prudente." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92347.
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lima_ap_me_prud.pdf: 641167 bytes, checksum: ca1b74bc7d0a67c895a3988b71f2ad8e (MD5)<br>Secretaria Estadual de Educação<br>Vinculado linha de pesquisa “Processos formativos, diferenças e valores” este trabalho apresenta os resultados da pesquisa em nível de mestrado realizada em uma escola pública e duas particulares confessionais em Presidente Prudente a fim de identificar, numa perspectiva comparativa, o sentido atribuído à religião no interior dessas escolas evidenciando a relação entre educação moral e Ensino Religioso. Para tanto teve-se como objeto as estratégias de educação moral através do Ensino Religioso. Estudos recentes têm demonstrado que há um interesse crescente da sociedade como um todo e da educação pelo tema da moralidade, sobretudo, pelos “problemas” vivenciados na escola que vão desde a violência à ausência de limites, autoridade e disciplina. Há queixas generalizadas sobre violência, vandalismo, indisciplina, individualismo, etc. uma saída que tem se encontrado é oferecer religião como forma de solucionar tais problemas. No Brasil, a religião vem se fazendo presente de diferentes modos e, fortemente, dentro da escola, como forma de moralização das crianças. É o que se evidencia com esta pesquisa. Assim, tendo como referencial a psicologia da moralidade buscou-se: evidenciar o sentido atribuído à religião no interior da escola; aferir como a religião tem sido utilizada para educar moralmente em escolas públicas e particulares confessionais; e analisar os procedimentos adotados para educação moral através do ensino religioso. O estudo de abordagem qualitativa contou com observações em salas de 4ª série do ensino fundamental e entrevistas com professores de três escolas em Presidente Prudente, uma pública estadual, uma particular confessional católica e uma particular confessional evangélica. Os dados sistematizados e analisados permitiram corroborar que a escola pública, embora laica, se utiliza em maior escala da religião...<br>This paper presents the results of the research in masters level realized in a state school and in two confessional privet ones in Presidente Prudente to identify, in a comparative perspective, the sense given to the religion in the interior of these schools highlighting the relation between moral education and Religious Teaching. Related to research line “Developing processes, differences and values”, it had as object the moral education strategies through the Religious Teaching. Recent studies have demonstrated that there is a rising interest of the whole society and of the school for the morality theme, mainly, for the “problems” experienced at school which are from violence to the lack of limits, authority and discipline. There are generalized complains about violence, vandalism, indiscipline, individualism, and others, a way found is to offer religion as a manner to solve these problems. In Brazil the religion has been making part, in different manners and strongly, in the school, as a way to moralize the children. It is what is shown with this research. Thus, having as a reference the psychology of the morality we attempted to attest the sense given to religion in the interior of the school, evaluate how the religion has been used to educate morally in state and confessional privet schools, and analyze the procedures adopted to the moral education through the religious teaching... (Complete abstract click electronic access below)
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Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.
Full textAbstract:
It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.