Teses / dissertações: "Education, Moral and religious, in schools"

1

Engelhardt, Craig S. Glanzer Perry L. "Moral and civic education and the public value of religious schools". Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5340.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

2

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.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

3

Lam, Yim-chong, e 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.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

4

Kislowicz, Barry. "Appropriating Kohlberg for traditional Jewish high schools /". Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

5

Yuen, Wing-hang Henry. "The sustainability of an Ignatian religious school in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37207568.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

6

Tinker, Claire. "State funded Muslim schools? : equality, identity and community in multifaith Britain". Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/10936/.

Texto completo da fonte

Resumo:

In this thesis I explore the debate over the state funding of Muslim schools in Britain, examining the arguments used for and against by the stakeholders involved. Qualitative interviews were conducted with head teachers, politicians, Muslim parents and representatives from a number of stakeholder organisations, to identify their reasons for supporting or opposing state funded Muslim schools. This research is necessary because until now the opinions of those directly involved have not been systematically researched, resulting in assumptions and generalisations about their views. Muslim schooling has become an increasingly fractious and polarised issue, and only by analysing the actual arguments used by those directly involved can we gain insight into the complexities underlying this debate. This data also allows me to explore how the issue of Muslim schooling relates to broader sociological questions about the rights, responsibilities and forms of belonging appropriate for minority communities in multicultural societies. In the findings I begin by reporting that the main arguments used in favour of state funded Muslim schools were equal rights, a better society, strengthened identity and educational benefits. I then move on to question why, given these strong favourable arguments, so few Muslim schools are currently in receipt of state funding. I ask whether this is due, at least in part, to Islamophobia. I then utilise models of political philosophy to evaluate the arguments surrounding state funded Muslim schools, and find that discourses of equality, social cohesion and identity are employed by both opponents and proponents. It is therefore possible to argue either for or against the state funding of Muslim schools from a liberal, a communitarian or a multiculturalist perspective. Finally I assess alternative solutions to the educational difficulties faced by Muslims in Britain, and conclude with my opinion about whether there should be state funded Muslim schools.

Estilos ABNT, Harvard, Vancouver, APA, etc.

7

Creel, James R. "The religious beliefs, moral beliefs, and lifestyle practices of the high school students who attend Berean Academy". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

8

Barenholtz, Yael Kohlberg Lawrence. "The just community approach to moral education in religious public schools in Israel : a case of adaptation /". Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177128.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

9

Roso, Calvin Gordon. "Character education at a Jewish day school : a case study analysis of a school's curriculum /". Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3122574.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

10

Yuen, Wing-hang Henry, e 阮永衡. "The sustainability of an Ignatian religious school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37207568.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

11

Wareham, Ruth Oswald. "Prohibition, accommodation or transformation? : a philosophical investigation into the moral permissibility of faith schools in liberal democratic societies". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/7946/.

Texto completo da fonte

Resumo:

This thesis concerns the ethics of faith schooling. More precisely, it asks whether faith schools constitute legitimate (that is, morally permissible) institutions for liberal democratic societies. I begin by examining five senses in which the term ‘faith school’ might be used and the possible objections that each of these might motivate. Since, as traditionally conceived, faith schools teach for religious belief, I pay particular attention to the criticism that such institutions are indoctrinatory. Via an examination of recent work in the philosophy of psychiatry, I illuminate the concept of indoctrination and propose two reasons why it is morally unacceptable: first, it results in a mind-set where, like delusion, beliefs are held separate from reason and, second, it involves a violation of autonomy. Drawing on a conception of autonomy proposed by Ben Colburn (2010), I go on to argue that, because the development of autonomy is a fundamental aim of the educational enterprise, this gives us strong grounds to avoid both indoctrination and other autonomy violating practices (particularly “Comprehensive Enrolment” (Clayton, 2006)). However, while traditional accounts of the legitimacy of faith schooling have correctly identified that confessional faith schools are indoctrinatory, much less has been said about religiously distinctive pedagogies which fall short of indoctrination. For this reason, the final part of the thesis addresses these ‘priming pedagogies’ and suggests ways in which they may be adapted to provide a morally permissible form of liberal faith-based schooling.

Estilos ABNT, Harvard, Vancouver, APA, etc.

12

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.

Texto completo da fonte

Resumo:

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-11-06Bitstream added on 2014-06-13T19:53:50Z : No. of bitstreams: 1 lima_ap_me_prud.pdf: 641167 bytes, checksum: ca1b74bc7d0a67c895a3988b71f2ad8e (MD5)
Secretaria Estadual de Educação
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...
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)

Estilos ABNT, Harvard, Vancouver, APA, etc.

13

Smoker, Robert C. "The Bible as a source for character education in public schools". Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

14

Wilhelm, Gretchen Marie. "A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu". Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1134484909.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

15

Pountney, Michael James. "Religious education in a pluralistic society : suggested approaches based on the work of Gabriel Moran and Stanley Hauerwas". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60087.

Texto completo da fonte

Resumo:

Increasing pluralism in Canadian society challenges educators who wish to continue religious education in Ontario's public schools. A brief history of religious education in Ontario helps explain the current situation.
Because religion is foundational to human experience, religious education is vital. Various scholars are cited in support.
Gabriel Moran is a major resource in developing religious education as an academic field. He helps teachers to teach religion itself rather than about religion.
Stanley Hauerwas broadens religious education to include character development. His emphasis on the self-agency of the moral agent helps teachers to educate character. His use of narrative encourages teachers to be inclusive and non-judgmental.
Religious education must change to accommodate pluralism. Yet it still has a valid place in the public school if it is multi-faith and inclusive, encouraging all students to be religious according to their own faith community.

Estilos ABNT, Harvard, Vancouver, APA, etc.

16

Lumb, Anne. "An ethnographic study of the spiritual dimension of a Church of England primary school". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27672/.

Texto completo da fonte

Resumo:

The research documented in this thesis took place against a background of concern for the wellbeing of children, the educational standards being achieved in schools and questions about the purpose of education itself, particularly within a Christian framework. The focus of the research was an ethnographic study into the factors influencing the development and nurture of children’s spirituality in a Church of England Primary School where faith, belief and spirituality are explored as part of the educational experience of pupils. All schools are expected to provide opportunities for children’s spiritual development according to the 1944 Education Act, which replaced the term “religion” with the term “spiritual”. For Anglican Church Schools such provision is perceived to be a priority. However, because they are church schools within a state system they are subject to the differing expectations of a dual inspection system. This creates certain tensions and a degree of complexity for the schools. Beginning with a focus on the potential contribution that Philosophy for Children could make to children’s spirituality, the study broadened its scope to take account of the larger questions and concerns (outlined above) which were impacting on the potential for schools to offer opportunities for spiritual development to children during their primary school experience. The case study is analysed using Bernstein’s pedagogic theories and models to elucidate the “double tension” which exists for Anglican Church Schools as they seek to achieve high academic standards and provide opportunities to explore spirituality both of which are central to the mission of church schools. This tension was evidenced in the leadership style, language and pedagogy operating within the case study school. The study concludes that recognising this tension seems to be a prerequisite for supporting church schools as they seek to fulfil their mission within the current educational climate.

Estilos ABNT, Harvard, Vancouver, APA, etc.

17

Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.

Texto completo da fonte

Resumo:

Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the subject. Approaches to religious truth claims and cultural practices in the curriculum are evaluated with reference to prominent public critiques of the subject. Although these approaches are neither exhaustive nor exclusive, they form the basis of anxieties about the place of religious education in the curriculum. These anxieties are located within a broader crisis of multiculturalism and anxieties about the role of values in an increasingly performative and examination-driven educational environment. Employing an ethnographic paradigm, a series of in-depth case studies were carried out in secondary schools in Scotland, Northern Ireland and England in 2009, with particular emphasis on students between the ages of 14 and 16. In the course of these case studies, two strands of data analysis emerged, with findings clustered around 10 key themes. A linguistic approach at times takes priority within the analytical framework, while other data lends itself to multimodal analysis, providing rich contextualisation for the linguistic encounters. Focusing on four case studies, some key pedagogical approaches relating to the ways in which religious education deals with religious and cultural commitment and diversity are examined in detail. This analysis, drawing on theological and pedagogical theories, provides a richly contextualised series of findings relating to the spiritual, social and affective dimensions of religious education, in critical sites where identities and truth claims are highly valued and highly contested. The depth and authenticity called for in these contexts go beyond performative and examination-driven approaches, requiring a robust sense of teachers’ professional values and identity. Key strengths emerge in observed practice which are not reflected in pedagogical literature. The empirical findings have relevance to public debate about the aims, practices and models of effectiveness in British RE.

Estilos ABNT, Harvard, Vancouver, APA, etc.

18

Bennett, John Arnall. "An exploration of the philosophy and interrelations between personal, social, moral and religious education in state primary schools and the implications of recent educational reforms on their position, philosophies and methodologies". Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:6915.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

19

Lima, Aline Pereira. "O uso da religião como estratégia de educação moral em escolas públicas e privadas de Presidente Prudente /". Presidente Prudente : [s.n.], 2008. http://hdl.handle.net/11449/92347.

Texto completo da fonte

Resumo:

Orientador: Maria Suzana de Stefano Menin
Banca: Yves Joel Jean-Marie Rodolphe De La Taille
Banca: Adrian Oscar Dongo Montoya
Resumo: 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... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: 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)
Mestre

Estilos ABNT, Harvard, Vancouver, APA, etc.

20

Hansen, Peter J. "The relationship between moral judgment and Christian beliefs with moderator variables of intrinsic religious orientation, socioeconomic status, year in school, and IQ /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345043569.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

21

Miller, David Michael 1951. "The Beginnings of Music in the Boston Public Schools: Decisions of the Boston School Committee in 1837 and 1845 in Light of Religious and Moral Concerns of the Time". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331189/.

Texto completo da fonte

Resumo:

The research problems of this dissertation were: 1) A description of the perceived value of music in light of political undercurrents in Boston prior to and during the years under investigation, and 2) the profile of the constituency of the Boston School Committee and Committee on Music in 1837 and 1845. Questions addressed the effect of religious and moral concerns of the day on the decision by the School Committee in 1837 to try music in the curriculum, and the possible effect of religious politics on Lowell Mason's dismissal from the schools in 1845. In the minds of mid-nineteenth century Bostonians, religious and moral values were intrinsic to the very nature of music. Key members on the School Committee portrayed music as being spiritual yet nonsectarian in its influence. Therefore, the findings suggest that music was believed to provide common ground between opposing and diverse religious sects. Reasons given for Mason's dismissal by John Sargent, a member of the Committee on Music, showed parallels to H. W. Day's accusations in the press a year earlier that Mason had managed his position in a sectarian manner. Sargent's background supports the theory that religious politics were at work in Mason's dismissal. Although members of the School Committee of 1845 were religious, only isolated cases support the proposition that any of them would have opposed Mason strictly on the basis of religious issues. Evidence suggests that their passivity to the action by the Committee on Music was probably due to concurrent public criticism of attempts at school reform within the Committee. While under such scrutiny, Committee members' inaction regarding Mason's dismissal may have reflected a desire not to jeopardize their own positions as a political body.

Estilos ABNT, Harvard, Vancouver, APA, etc.

22

SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.

Texto completo da fonte

Resumo:

The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.

Estilos ABNT, Harvard, Vancouver, APA, etc.

23

Leewe, Hanne. ""Man lernt ja immer, wenn man sich nicht verschliesst" : Lehrerinnen des Unterrichtsfaches "Lebensgestaltung - Ethik - Religionskunde" im interkulturellen Lernprozess: wie lehren sie Religion? /". Münster : Lit, 2000. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008867162&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

24

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.

Texto completo da fonte

Resumo:

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.
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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

25

Goski, Joseph Wyllie. "Kant's School of Morals: The Challenge of Radical Evil and the Need for Moral Education in Religion within the Limits of Reason Alone". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31825.

Texto completo da fonte

Resumo:

My aim in this thesis is to demonstrate that common interpretations of Kant’s theory of respect do not account for the motivation a subject feels to follow the moral law. A large number of interpreters focus on Kant’s early ethical works—such as the Grounding and the Critique of Practical Reason—to justify how the moral law alone motivates a subject to act rightly. However, by the time he published Religion within the Limits of Reason Alone, Kant had discovered the problem of radical evil—the fact that people tend to feel more motivated by the inclinations than by the moral law. Kant’s solution to this challenge comes in the form of moral education: the contingent practices of historical institutions (factors that are extraneous to the moral law) are required to learn respect for the law. By the end of the Religion, it will be asked whether duty for duty’s sake is ever achieved.

Estilos ABNT, Harvard, Vancouver, APA, etc.

26

Robinson, Edwin H. "The relationship of moral and religious development in adolescent religious education a case study /". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

27

Castelli, Michael J. "Studies on church schools, faith schools, religious education and dialogue". Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/studies-on-church-schools-faith-schools-religious-education-and-dialogue(9a468b4f-399e-43b0-87d1-1e773f67ed73).html.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

28

Silva, Ailton Trindade da. "O ensino religioso no sistema público de ensino: uma proposta para a formação do profissional docente". Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2504.

Texto completo da fonte

Resumo:

Made available in DSpace on 2016-03-15T19:48:47Z (GMT). No. of bitstreams: 1 Ailton Trindade da Silva.pdf: 1006938 bytes, checksum: 42656dcb7197b99e54701c8f4981a5a2 (MD5) Previous issue date: 2008-08-11
The target of this work is to reflect about the teacher s formation of religious education in Strict Sense, with sights in an including qualitative formation, capable to supply skillfully the sources of secular and confessional Religious Education, in aiming the occupation of both spaces. For that, we point out differentiated suggestions in epistemology, while Religion Science, in what refers the paper of Theology, focusing on the rupture of paradigms of the Sacred Bible use, as one of the didactic materials in the professor s practice. This new way is argued from professors personal experiences in this related area and from the perspective of multiple looks that are located against or in favor of Religious Education in the public education system. In this way, is developed a field research of exploratory character, based on questionnaires applied to 35 professors of Religious Education in the public education system in Uberlândia/MG and is aimed to know the practical pedagogical reality in its school environment. Aiming to know the multiplicity of opinions, in favor or against Religious Education in the public schools, a virtual research was made in the site: www.educacaopublica.ri.gov.br/discutindo/discutindo.asp?cod_per=25 whose samples are pertinent to this research objective. The structure of the work was thus systemized with the following axles: Introduction; uncovering the field of professor s performance of Religious Education: Research; The Religious Education in Public Schools a controversial question; Reflecting on the formation of professors for Basic Education. Through all the work is perceived the insistence of a qualified professional construction, well prepared, suitable to take care of real necessities of its action field, in the construction of a new man, molded by the noble values of the soul. The text concludes enunciating suggestions that could be used in a possible professor formation in the courses of Strict Sense of Religious Education. Religious education. Teaching formation, professor, public school, ethical and moral values, ability, quality, transcendence.
O escopo desta dissertação é refletir sobre a formação do professor de ensino religioso dentro de uma licenciatura plena, com vistas a uma formação qualitativa abrangente, isto é, capaz de suprir habilmente as vertentes do ensino religioso laico e também do ensino religioso confessional, ao visar a ocupação de ambos os espaços. Para tanto, apontamos sugestões diferenciadas na epistemologia, enquanto Ciência da Religião, no que se refere ao papel da Teologia, enfocando a quebra de paradigmas do uso da Bíblia Sagrada como um dos materiais didáticos na prática docente. Discute-se esse novo caminho a partir das experiências pessoais de docentes dessa referida área do saber, e da perspectiva de múltiplos olhares, que se posicionam contra ou a favor do Ensino Religioso no sistema público de ensino. Nesse ensejo, desenvolve-se uma pesquisa de campo de caráter exploratório, fundamentada em questionários aplicados a 35 professores de ensino religioso do sistema estadual de ensino em Uberlândia/MG e visa-se conhecer a realidade da prática pedagógica no seu ambiente escolar. Visando conhecer a multiplicidade de opiniões, a favor ou contra o ensino religioso nas escolas públicas fez-se uma pesquisa virtual, no site: www.educacaopublica.ri.gov.br/discutindo/discutindo.asp?cod_per=25 cujas amostras são pertinentes ao objetivo da pesquisa. A estrutura do trabalho ficou assim sistematizada com os seguintes eixos: introdução; desvelando o campo de atuação docente do ensino religioso: pesquisa; o ensino religioso nas escolas públicas uma questão polêmica; refletindo sobre a formação de professores para o ensino básico. Por todo o trabalho percebe-se a insistência de construção de um profissional qualificado, bem preparado, apto para atender as reais necessidades do seu campo de ação, na construção de um novo homem, moldado pelos valores nobres da alma. O texto conclui enunciando sugestões que poderão ser usadas numa possível formação de docente nos cursos de licenciatura do ensino religioso.

Estilos ABNT, Harvard, Vancouver, APA, etc.

29

Fancourt, Nigel Peter Michell. "Self assessment in religious education". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1108/.

Texto completo da fonte

Resumo:

This research investigates the nature of pupil self-assessment in religious education. It considers the implications of theories of self-assessment as assessment for leaming for self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on assessment has claimed that selfassessment is essential in formative assessment, to combat the negative effects of summative assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect selfassessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' assessment careers. Reflexive self-assessment: As a result of analyzing the data on assessment and religious education an original form of self-assessment is proposed. Reflexive self-assessment is a subject-specific model of self-assessment, linked to interpretive approaches. This harmonizes classroom self-assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of self-assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour.

Estilos ABNT, Harvard, Vancouver, APA, etc.

30

Thomas, Linda Sue. "The moral and academic tacit curriculum in higher education". Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2363.

Texto completo da fonte

Resumo:

Faculty in higher education overtly teach content and skills to their students in their courses. However, faculty teach and demonstrate a tacit curriculum in their interactions with their students as well. This study examined how faculty believe they articulate and personally demonstrate these tacit goals and objectives to their students. This study examined the interview responses of ten female university English instructors. The faculty were questioned regarding the values, moral principles, ethical standards, and academic goals that they believe they demonstrate and enforce among their students. In addition, faculty were asked if they believed if the elements changed over time as faculty gained teaching experience or if they changed according to the students' academic rank. As the data from this study was coded, a grounded theory of the tacit curriculum in higher education emerged. This grounded theory can best be seen as a developmental model through which female English Department faculty progress as they gain classroom teaching experience. Faculty in this study progressed through three stages in their development as teachers; Show-Off Lecturer, Audience Respecter, and Mentor/Teacher, and developed a tacit curriculum as they gained teaching experience. These stages correspond with movement from novice to expert status in teaching. The presence of this developmental model lends credence to the phenomenological model of human learning developed by Hubert and Stuart Dreyfus and supports Polanyi's concepts of the personal and tacit dimensions of human knowing. This responses in this study indicate that as faculty develop teaching skill, they also develop tacit moral aims to their teaching. It is unclear if the development of these moral aims are deferred until tenure is obtained or if the process of their development just takes about the same time as the tenure process. In addition, while there is no way to exclude all other influencing factors in the faculty member's lives, the data in this study suggests that experience is central in the development of the faculty's tacit moral curriculum.

Estilos ABNT, Harvard, Vancouver, APA, etc.

31

Woods, Maggie. "Religious education in special schools : assessment and pedagogy". Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405262.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

32

Beaupré, Charles P. (Charles Paul). "Political ideology and moral education in Japanese and Taiwanese primary schools". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60618.

Texto completo da fonte

Resumo:

Moral education in Japanese and Taiwanese primary schools is an important source of political socialization. An analysis of these two countries' moral education curricula reveals traditions which reinforce national solidarity and central governmental authority. Moreover, political ideology is merged with supporting academic, economic, and cultural values. This study examines the political ideology of the moral education curricula in Japanese and Taiwanese primary schools, the values and behavior promoted by these ideologies, as well as the similarities and differences between the Japanese and Taiwanese systems. It is shown that a distinctive feature of both systems is the emphasis placed on political conformism, high academic achievement, professional diligence and economic success.

Estilos ABNT, Harvard, Vancouver, APA, etc.

33

Guy, Robert L. Holsinger M. Paul. "Religious expression in public education". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006619.

Texto completo da fonte

Resumo:

Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: M. Paul Holsinger (chair), Moody Simms, John Freed. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.

Estilos ABNT, Harvard, Vancouver, APA, etc.

34

O'Grady, Kevin. "Motivation in secondary religious education". Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

Texto completo da fonte

Resumo:

I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).

Estilos ABNT, Harvard, Vancouver, APA, etc.

35

Freathy, Robin James Kenneth. "Religious education and education for citizenship in English schools, 1934-1944". Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414031.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

36

Goodall, Janet. "The possibility of the Christian religious education of adults : indoctrination, preaching, nurture, education". Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/13859/.

Texto completo da fonte

Resumo:

This thesis sets out to answer a central question: is it possible to engage in the Christian religious education of adults without resorting to indoctrination? It looks first to the concepts in the literature connected to the Christian religious education of adults. This literature deals with education overall, the education of adults in particular, and then education as it relates to faith. The concepts of indoctrination, preaching and nurture are then examined as they relate to education. A visual representation of the relationship between these concepts is offered, showing that there is a progression from indoctrination, through preaching, nurture, to education understood in a pure sense, which has only the intention of facilitating (any) worthwhile learning. Alongside this work based on conceptual analysis from the literature, field work undertaken in a Roman Catholic Diocese in England and Wales is used to support the research. The field work is an illustrative snapshot, rather than representative; its purpose is to illuminate the conclusions reached in the first part of the research. In both the questionnaire and interview section of the field work, data was obtained from three groups of respondents: administrators, tutors and participants. This grouping covers all those involved in the Christian religious education of adults in the diocese, and allows triangulation of data. The results of the field work is then related back to the chart proposed from the literature review, and conclusions drawn about gaps in the literature and proposals made for further study. Overall, the data from the field work support the conclusions of the first part of the research, with minor adjustments.

Estilos ABNT, Harvard, Vancouver, APA, etc.

37

Afifi, S. M. "Teachers and principals' attitudes towards moral education in Egyptian schools". Thesis, Swansea University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635850.

Texto completo da fonte

Resumo:

This study aimed to measure the attitudes of Egyptian teachers in Cairo toward moral education and to solicit their views as to how moral education can be made more effective. A pilot study was carried out to identify the characteristics of the pre-university educational system in Egypt and to examine the literature and previous research work in the area under study. Based on that a survey of the attitudes of a sample of 600 teachers was designed and implemented using a questionnaire, which was filled in during meetings of groups of teachers. Chi-squared tests were carried out to measure differences in attitudes. The main conclusions of the study are: (i) Most teachers believe that they and their schools have major roles to play in morally educating the students. They also assume that parents and students expect them to play such a role. (ii) Most teachers believe in the suitability of the character education approach to moral education and reject the cognitive development approaches. On the whole they adopt a religious and pro-social values orientation to the task.(iii) The majority of teachers feel that neither the educational authorities nor the schools are sufficiently committed to the moral mission of the school. School environments are not, in their views, favourable for moral education endeavours. The majority of teachers state they are not adequately trained to do an effective job in morally educating the young. (iv) The majority of teachers are not satisfied with the extent of effectiveness of moral education in their schools. They recommended better teacher selection and training, more commitment to the task on the part of administrators, wider use of indirect methods and more involvement of parents in the moral education process in the school.

Estilos ABNT, Harvard, Vancouver, APA, etc.

38

Marfleet, Andrew Graham Richard. "Christian values in education : schools in a plural society". Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389204.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

39

Meier, Barbara Ethel. "A survey of religious education in the American public schools". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

40

Damons, Etherecia Oryetta. "Religious education in South African public schools : opportunities and problems". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60353.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

41

Hasan, Rafia. "Islamic Schools vs. Public Schools| A Case Study of the School Choices of Muslim Parents and the Social and Academic Experiences of Students and Young Adults". Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689851.

Texto completo da fonte

Resumo:

The purpose of this study is to look at the school choices of Muslim parents in New Jersey and the social and academic experiences of Muslim students and young adults. The participants included 90 Muslim parents, 126 Muslim young adults, and 52 Muslim students currently attending a public, private, or Islamic school. Participants completed surveys, and a few were administered interviews that included questions pertaining to the purpose of this study. Findings showed that Muslim parents who choose Islamic schools do so to teach their child (children) about Islam and to surround them with other Muslims; whereas, Muslim parents who chose public schools do so for the quality of education. Overall, this study demonstrated that most Muslim students in either Islamic or public schools didn’t encounter social challenges any different than other students; in addition, an overload of schoolwork was reported as an academic challenge.

Estilos ABNT, Harvard, Vancouver, APA, etc.

42

Wright, S. L. "The struggle for moral education in English elementary schools 1879-1918". Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491297.

Texto completo da fonte

Resumo:

This thesis examines moral education in English elementary schools from 1879 to 1918. It investigates why there was widespread interest in character formation in the elementary school at this time but not support for one particular sort of programme. It investigates how moral education was perceived, approached, and implemented by the education department, the general public, School Board and Education Committee members, and teachers in schools, offering a comprehensive and detailed investigation into these issues. Much of the study focuses on one distinctive approach to moral education in dus period - secular moral instruction. A range of sources are interrogated, allowing access to the different, but sometimes overlapping, perspectives of policy-makers, educationalists, the organisations and individuals who promoted moral education (particularly the Moral Instruction League, George Dixon and FJ Gould), authors of teaching material, and inspectors and head teachers in schools. Chapters One to Three have an England-wide focus. Chapters Four to Six discuss local studies of Birnlingham and Leicester which allow a detailed analysis of educational policy-making, activism and practice in schools. This thesis concludes that moral educators were energetic, skilful at promotion, and engaged in innovative curriculum development. Nevertheless, they faced a range of ideological, political and practical barriers and were ultimately unable to translate generalised interest in character formation and the moralising function of the elementary school into widespread support for their programmes of moral education, or to ensure that statements of interest were translated into effective activity in schools. The issues they grappled with are being worked through still in rebtion to moral education and citizenslUp in English schools: the struggle for moral education continues today.

Estilos ABNT, Harvard, Vancouver, APA, etc.

43

Bowie, R. "The primacy of dignity and human rights education". Thesis, University of Kent, 2011. http://create.canterbury.ac.uk/10488/.

Texto completo da fonte

Resumo:

Human rights education (HRE) is a growing pedagogical force that lacks conceptual theorisation and awareness of an emerging postsecular context. This hampers the extent to which it can accomplish its aims of encouraging friendship between people of different religious and philosophical traditions while advancing a universal culture of rights. The thesis analyses the role of religion within HRE literature, both at an international and theoretical level, and in the curriculum documents for English schools, finding parallel weaknesses resulting from this shallow theoretical base. The thesis contributes to HRE literature with a distinctive analysis of the foundational concept of dignity and the meaning-giving narratives that contributed to the concept’s development. It unravels the complexities surrounding an often mentioned but seldom explained concept, identifying relationships between inherent worth, human flourishing and societal recognition. It demonstrates that taking an inclusive approach to this conceptual framework allows for two crucial ingredients in contemporary society: different meaning-giving narratives may be held, while a common ethical understanding of rights based on dignity is adhered to. It argues that the concept of dignity is a foundation for a particular pedagogical approach that advances a commitment to the inherent worth of the human person. The approach consists of two reflexive elements: a self-reflective enquiry into the faiths and philosophies of the individual learners and a dialogue with and for others. These elements are essential if the colonial mistakes of earlier human rights movements are to be avoided, and they identify the significance of religious education in HRE. A proposal for a recontextualised form of HRE that is theologically and religiously literate presents a distinctive offering to guide policy and practice. The proposal acknowledges the overlap between educational movement and theological thought and makes specific reference to contributions from contemporary Catholic thinking. The thesis aims to motivate further research to carry forward the HRE proposal and develop new thinking about postsecular education.

Estilos ABNT, Harvard, Vancouver, APA, etc.

44

Marlowe, Eric-Jon Keawe. "Treatment of Religious Expresssion and Belief in Utah Public Schools: Perspectives of the Religious Minority". BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/275.

Texto completo da fonte

Resumo:

Recorded members of The Church of Jesus Christ of Latter-Day Saints (also known as Mormon or LDS) comprise over 70% of Utah's population. This qualitative study identifies the unique concerns and challenges that members of Utah's minority religions may face in public schools. Semi-structured interviews, designed to elicit rich, detailed information, were conducted with 48 participants (13 leaders, 17 parents, 18 students) from seven different minority religions in Utah. Each interview was audio taped, transcribed, and then analyzed using the qualitative analysis program N-Vivo. Looking at the school institutional treatment (laws, policy, teachers, administrators) of participants' religions, few expressed major concerns or challenges. Ignorant LDS favoritism and school accommodation of LDS Released-Time Seminary were issues most commonly expressed. In contrast to institutional treatment, social treatment of participants' religion in school received significantly more comment, and related concerns ran considerably deeper. Participants identified areas of occasional peer exclusion such as LDS cliques, Seminary, conversation, and dating. Participants further identified areas of occasional uncomfortable peer interaction such as LDS proselytizing, sense of superiority, and assumptions or stereotypes. Several participants cited LDS ignorance, cohesiveness, and their doctrine of one true church as general causes of this peer exclusion and uncomfortable interaction. Furthermore, the data suggests that the challenges mentioned by participants are enhanced in the higher LDS populated and more rural areas of Utah. The findings also suggest that the prevalence of such challenges have been decreasing over time. All participants identified some concerns or challenges they face as members of a minority religion in their Utah school communities. However, it appears most participants, with some clear exceptions, did not view treatment of their religion in Utah public schools as a major issue.

Estilos ABNT, Harvard, Vancouver, APA, etc.

45

Priestley, J. G. "Moral education and religious story : An essay in support of Whitehead's contention that the essence of education is that it be religious". Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380716.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

46

Richards, Norman Arthur. "The history of post-war religious education, with particular reference to the relationship between religious and moral education : a study in pluralism". Thesis, University of Sheffield, 1986. http://etheses.whiterose.ac.uk/14621/.

Texto completo da fonte

Resumo:

The study opens with an examination of the theory and practice of Religious and Moral Education in the forties. Special attention is given to the view, reaching back into the nineteenth century, that Religious Education and Moral Education were to be equated. From this base in monism the subsequent course of RME into increasing complexity, differentiation and plurality is analysed. Particular attention is given to the emergence of ME as an autonomous exercise, and to the relationship of RE both to a secular rational educational philosophy and to a multi-faith society. Advocacy of these positions began in the forties, and reached a convincingly argued case in the seventies. The major curriculum-development schemes in RE and ME in the seventies were said to operate on 'complementarity' as the best way of viewing the relationship between the two areas. But the teaching material implied that complementarity meant parallel practice rather than interaction. It will be argued in this thesis that such a position may be an over-reaction against the former view of equation between RE and ME. There may be a better way of seeing the relationship so as to allow for mutually beneficial intersection. This argument is not advanced primarily on empirical grounds, but a research-scheme in 1983 among Sheffield, Derbyshire and Nottinghamshire teachers and headteachers gave encouragement to pursue the notion of an intersecting RE/ME, with possible benefits to Personal and Social Education.

Estilos ABNT, Harvard, Vancouver, APA, etc.

47

Basourakos, John. "Theatre in the evolution of moral values among adolescents". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59824.

Texto completo da fonte

Resumo:

Theatre has a special place in religious education for it is an ideal medium to experience transcendent moral truths. Relying on Gabriel Moran's theory of transcendence, as well as Daniel Maguire's understanding of the moral, this thesis will demonstrate that the aesthetic experience of a play is a transcendent experience. Through such an experience, adolescent students may intuit insights about what befits persons as moral persons in all their complexity and wonder. The plays chosen for concentration in this thesis are not to be considered exhaustive but only as sound examples of the treatment of the evolution of transcendent values within the adolescent phenomenon.

Estilos ABNT, Harvard, Vancouver, APA, etc.

48

Hess, Matthew Peter. "Precious Blood Charism and Active Ministry: How Sisters in Public Schools Influenced Religious Life". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1466623117.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

49

Griffin, Karen E. "Empowering African-American youth, 9--12, through moral character education". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/AAIDP14669.

Texto completo da fonte

Resumo:

This project that was designed to enhance the development of moral character of African-American children, ages nine to twelve (9-12). For purposes of this dissertation, moral development and character development are used interchangeably. A curriculum was developed for children and one for parents to assist them to help young people reach their potential in regard to moral character development. The underlying principles of the study were moral character, spiritual formation, and faith development. The major premise of the project was that if children feel good about themselves and feel a connection to God, then people will behave better, love themselves and God, and they will make better decisions to negotiate life. This pilot study was conducted at two urban churches. There was a total of 35 children participating in the study, and there were 38 parent participants. The training took place over a sixteen-week period. The results of the study indicate that there was a significant increase in self-esteem among the children. Additionally, findings from the behavioral scale demonstrated a significant positive change in behavior among children. There was also a significant improvement of the parents' level of contentment with their children.

Estilos ABNT, Harvard, Vancouver, APA, etc.

50

Whelan, Anthony Peter, e n/a. "System level change : implementing a religious education curriculum in Catholic schools". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.125609.

Texto completo da fonte

Resumo:

In early 1983, the Catholic Education Authority in Sydney issued a major curriculum document for the systems 210 Primary schools on Religious Education. One year after the documents' release there was evidence of its negligible impact in classrooms. Studies of overseas, Australian, and local system-level changes supported the view that there was relatively limited documentation of the processes followed in the implementation of system-level change. As its starting point, the Field Study pursues the development in eight schools of a system-stimulated implementation process over twelve months. A historical perspective of the system is given; implementation of change is defined; and the approach used in the study is sited in the theoretical context of Action Research. The body of the study is written in an 'inter-leaving' style. In each Chapter a chronological descriptive approach is followed and, as appropriate, theoretical considerations are introduced as a method of reflection and interpretation of the process. Among the processes under investigation, major consideration is given to planning, monitoring and collaborative staff development. The specific strategy of change developed is that of a Co-operative Peer Support Scheme, based on Goodlad's concept of a "league". Concerns - Based Adoption Methodology (CBAM) is used as a monitoring technique. An original contribution to the monitoring processes is the invention and application of a micro-computer program for analysis of the Stages of Concern of the teacher participants in the Project. The salient findings of the Study are that the particular plan had been effective, and that system planning can only be directional. Monitoring procedures that are are amenable to use in system-level change were demonstrated to have been useful. Clear focussing of issues, the generation of locally produced learning materials, and conscious use of adult learning process enhances the outcomes of the Project. Finally, the goal-free descriptive approach followed identifies more sharply new questions requiring further exploration: mechanisms leading to group formation; the interrelationship between psychic-group and socio-group processes; the roles of change-agents and the support system; and the quality of use rather than the percentage of users.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Teses / dissertações sobre o tema "Education, Moral and religious, in schools"

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos