Статті в журналах: "Moral education Victoria Case studies"

1

Warren, Heather A. "Character, Public Schooling, and Religious Education, 1920-1934." Religion and American Culture: A Journal of Interpretation 7, no. 1 (1997): 61–80. http://dx.doi.org/10.1525/rac.1997.7.1.03a00030.

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Over the past five years, the American public has witnessed a flurry of interest in “character” and “character or moral education.” In 1992, William Kilpatrick wrote a book that attracted widespread attention, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education. A year later, William Bennett's best-selling anthology of remedial readings appeared, The Book of Virtues. More recently, Gertrude Himmelfarb published a book on the Victorian golden age of morals. At the same time, within the educational field, a subprofession of consultants devoted to character work has aimed to affect schooling at the elementary and secondary levels. As early as the mid-1970's, theologians and ethicists began discussing the idea of character, taking their cue from Stanley Hauerwas. Common to all of these writers is the belief that character has a necessary tie to religion and democracy.

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Frisancho, Susana, and Félix Reátegui. "Moral education and post‐war societies: the Peruvian case." Journal of Moral Education 38, no. 4 (November 13, 2009): 421–43. http://dx.doi.org/10.1080/03057240903321907.

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Latif, David A. "Using Ethical Dilemma Case Studies to Develop Pharmacy Students' Moral Reasoning." Journal of Pharmacy Teaching 7, no. 2 (1999): 51–66. http://dx.doi.org/10.1300/j060v07n02_06.

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4

Rwantabagu, Herménégilde. "Moral education in a post‐conflict context: the case of Burundi." Journal of Moral Education 39, no. 3 (August 4, 2010): 345–52. http://dx.doi.org/10.1080/03057240.2010.497614.

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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.

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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.

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Grant, Lynne, and Yonah H. Matemba. "Problems of assessment in religious and moral education: the Scottish case." Journal of Beliefs & Values 34, no. 1 (April 2013): 1–13. http://dx.doi.org/10.1080/13617672.2013.759338.

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7

Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.

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Brownlee, Jo, Jia-Jia Syu, Julia Mascadri, Charlotte Cobb-Moore, Sue Walker, Eva Johansson, Gillian Boulton-Lewis, and Jo Ailwood. "Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education." Teaching and Teacher Education 28, no. 3 (April 2012): 440–50. http://dx.doi.org/10.1016/j.tate.2011.11.012.

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9

Agung, Leo. "CHARACTER EDUCATION INTEGRATION IN SOCIAL STUDIES LEARNING." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (July 23, 2018): 392. http://dx.doi.org/10.17509/historia.v12i2.12111.

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Recently many violent and moral degradations occurred in Indonesia have affected most of the youth. The moral degradation symptoms are indicated by the increase of drug abuse, free sex, crime, violent act, and many other disrespectful behaviors. The source of this multidimensional crisis and the nation’s downturn is the identity crisis and the failure in developing the nation’s character education. The IPS (the social studies) lesson is, in fact, aimed at improving the personal, social, and intellectual competences. Therefore, it is the time to integrate the character education with the school’s lessons, particularly in the social studies or IPS in the level of junior high school. In this case, the lesson is expected to be a tool and opportunity for students to develop various good characteristics such as religious, honest, integrited, tolerant, discipline, independent, hard worker, creative, patriotic, and friendly qualities.

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Poliner Shapiro, Joan, and Robert E. Hassinger. "Using case studies of ethical dilemmas for the development of moral literacy." Journal of Educational Administration 45, no. 4 (July 10, 2007): 451–70. http://dx.doi.org/10.1108/09578230710762454.

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Resnick *, David. "A case study in Jewish moral education: (non‐)rape of the beautiful captive." Journal of Moral Education 33, no. 3 (September 2004): 307–19. http://dx.doi.org/10.1080/0305724042000733073.

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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.

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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.

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13

Levinson, Meira. "Moral Injury and the Ethics of Educational Injustice." Harvard Educational Review 85, no. 2 (June 1, 2015): 203–28. http://dx.doi.org/10.17763/0017-8055.85.2.203.

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In this article, Meira Levinson presents a case study of school personnel who must decide whether to expel a fourteen-year-old student for bringing marijuana onto campus. She uses the case to explore a class of ethical dilemmas in which educators are obligated to take action that fulfills the demands of justice but under conditions in which no just action is possible because of contextual and school-based injustices. She argues that under such circumstances, educators suffer moral injury, the trauma of perpetrating significant moral wrong against others despite one's wholehearted desire and responsibility to do otherwise. Educators often try to avoid moral injury by engaging in loyal subversion, using their voice to protest systemic injustices, or exiting the school setting altogether. No approach, however, enables educators adequately to fulfill their obligation to enact justice and hence to escape moral injury. Society hence owes educators moral repair—most importantly, by restructuring educational and other social systems so as to mitigate injustice. Levinson concludes that case studies of dilemmas of educational justice, like the case study with which she begins the article, may enable philosophers, educators, and members of the general public to engage in collective, phronetic reflection. This process may further reduce moral injury and enhance educators' capacities to enact justice in schools.

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Haji Tarip, Mohammad Iznan, Nur Firdaus Abu Bakar, Zuraihi Ash’ari, Fatin Zulkifli, and Muzhafar Marsidi. "Whole-of-nation Moral Learning by Spiritual Hearts: A Case of Brunei’s Evolving Education System." ADDIN 15, no. 1 (June 23, 2021): 91. http://dx.doi.org/10.21043/addin.v15i1.12189.

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The role of the spiritual heart in transformation and reformation is vital. However, the dynamism of change emanating from the heart is less understood. Using the work of al-Ghazālī (d. 505/1111), this paper centralises the noetic of the spiritual heart and its roles as a learning medium and a change agent. The heart is then conceptually operationalised within the national settings, particularly its role in whole-of-nation moral learning. This is further illustrated by a whole-of-nation moral learning trajectory situated within Brunei’s governance context, which is the (re)Islamisation of the national education system during three periods: pre-independence 1984, post-independence, and the new norm. The case showed the important roles of virtuous leaders to push for moral changes, followers to also engage in moral learning to suppress immoral learning, structures and cultures to be institutionalised to perpetuate moral learning, and selective international relations to catapult local progress.

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Krieg, Lisa Jenny. "“Who Wants to Be Sad Over and Over Again?”." Journal of Educational Media, Memory, and Society 7, no. 2 (September 1, 2015): 110–28. http://dx.doi.org/10.3167/jemms.2015.070207.

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Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.

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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (April 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Cheng, Christine, and Renee Flasher. "Two Short Case Studies in Staff Auditor and Student Ethical Decision Making." Issues in Accounting Education 33, no. 1 (August 1, 2017): 45–52. http://dx.doi.org/10.2308/iace-51881.

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ABSTRACT Two cases help students identify the influence that self-interest can have on ethical decision making and encourage them to practice “giving voice to values.” The learning objectives are to: (1) increase student awareness of the role of ethical fading in unethical decision making; (2) develop critical-thinking skills for ethical decision making; and (3) practice applying moral imagination to resolve ethical dilemmas. Specifically, we designed these case scenarios to develop skills in recognizing and resolving ethical dilemmas. Post-case survey responses indicate that beyond meeting the learning objectives, students personally relate to the protagonists. The cases are appropriate for graduate or undergraduate accounting courses, including capstone accounting courses, in which ethics, auditing, forensic accounting, and/or the professional code of conduct are discussed. Implementation guidance and Teaching Notes are provided to aid instructors seeking to motivate in-class discussions of the current and future ethical decisions students may face.

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Bin Husin, Mohd Razimi, Hishamuddin Bin Ahmad, and Mahizer Bin Hamzah. "Video application to accommodate students’ learning style for moral education in teacher education institutes." Indonesian Journal of Electrical Engineering and Computer Science 16, no. 1 (October 1, 2019): 349. http://dx.doi.org/10.11591/ijeecs.v16.i1.pp349-354.

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The purpose of this study is to explore the favored video applications in video use, compatible techniques and technology to accommodate the learning styles of moral education students in Teacher Education Institutes. This study is also to explore the contents of lesson suit to technology preferred by students in learning Moral Education. This is a case study in where data were collected through interviews. Six semester four students were chosen through purposive sampling from two Teacher Education Institutes in Malaysia. The constructs and internal validity were verified by experts while the external validity was verified through support from existing studies and theories. Data of the study were analyzed by using the Nvivo software to identify the features of favored video, compatible techniques and contents of lesson suit to technology that enhance the quality of teaching and learning of Moral Education to students. The Physiological Stimulus of Dunn and Dunn Learning Styles Model was used as guidance in the interviews because this model was the most suitable to be applied to students with Physiological Stimulus. The results of the analysis showed that short videos with suitable musics and short duration are the favored video for moral education students in teacher education institutes that enabled students to memorize the content knowledge. This research could be the learning guidelines on the use of videos and consequences activities of the shown videos that accommodate the learning styles of moral education students in Teacher Education Institutes which could be used by instructors in their professional practice in the lecture room.

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Men, Jude Chua Soo. "The View Finder: The Camera as Significal Pedagogue." southern semiotic review 2022ii, no. 16 (July 1, 2022): 309–35. http://dx.doi.org/10.33234/ssr.16.11.

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This paper is intended as an exploratory contribution to the recently retrieved trend in semiotics to relate sign-studies with ethics and values, i.e., ‘semio-ethics’/’significs’, and to suggest how the ‘semio-ethical’ or ‘significal’ consciousness may be educationally enhanced. In “Designing the camera” I wrote about ways to shape the camera or photography qua sign for semio-ethical purposes. Victoria Welby spoke of significs not only as a theory of signs, but also as a kind of (moral) educational theory, since she believed that the understanding of signs-in-relation-to-values raised our critical and ethical consciousness. Here I argue and give phenomenological evidence for the claims that the camera is a pedagogical tool just as it enhances significal formation. But not only that: the camera is a self-automating pedagogical tool; through using it, one is helped to discover the significant point of view. It is almost as if it automatically unpacks significs, or the semio-ethical consciousness. Keywords:photography, significs, semioethics, natural law, moral education

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Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong, and Beryl Holtam. "Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa." Urban Education 45, no. 6 (October 25, 2010): 797–821. http://dx.doi.org/10.1177/0042085910384203.

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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community’s children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership.

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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

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Hanson, William R., Jeffrey R. Moore, Catherine Bachleda, Andrew Canterbury, Carlos Franco, Arnaldo Marion, and Craig Schreiber. "Theory of Moral Development of Business Students: Case Studies in Brazil, North America, and Morocco." Academy of Management Learning & Education 16, no. 3 (September 2017): 393–414. http://dx.doi.org/10.5465/amle.2014.0312.

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Salamah, Arina. "Penguatan Pendidikan Moral Siswa melalui Pelajaran Pendidikan Agama Islam dan Ekstrakurikuler di MTs NU Walisongo Sidoarjo." Mudir : Jurnal Manajemen Pendidikan 2, no. 2 (July 31, 2020): 124–34. http://dx.doi.org/10.55352/mudir.v2i2.117.

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Moral Education is education to make human children moral or human. This means that moral education is education that does not teach about academics, but non-academics specifically about attitudes and how good everyday behavior. This paper is the result of field research entitled strengthening the moral education of students in following the eyes of Islamic and extracurricular learning in mts nu walisongo sidoarjo. issues discussed include how morale students in MTs. NU Walisongo Sidoarjo, How to strengthen moral education of students in MTs. NU Walisongo Sidoarjo And What are the supporting and inhibiting factors of the Student Morale Education Strengthening Program at MTs. NU Walisongo Sidoarjo To answer the above problems the authors use the case study method combined with field studies. This research uses qualitative research. Researchers use Emile Durkheims theory as quoted by George Ritzer and Douglas J. Goodman defines moral education is education that will be carried to the end of life. Education will determine when he becomes a useful human being, and will take him to heaven or hell later. The results of this study concluded that, the strengthening of students moral education was formed through positive programs that were quite simple and not burdensome for students and teachers, where those programs were able to form good character and achievements for students of MTs. Nu Sidoarjo.

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Soleimani, Neda, and Terence Lovat. "The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: a case study from Iran." Journal of Beliefs & Values 40, no. 4 (July 1, 2019): 477–89. http://dx.doi.org/10.1080/13617672.2019.1634876.

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Putra, Purniadi, Akbar Yuli Setianto, Abdul Hafiz, Mutmainnah ., and Aslan . "Etnopedagogic Studies In Character Education In The Millinneal Era: Case Study MIN 1 Sambas." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (April 30, 2021): 237–52. http://dx.doi.org/10.14421/al-bidayah.v12i2.547.

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The vulnerability of the moral crisis that occurs in millennial children has led to numerous irregularities such as rape, taurine, extortion, bullying and other negative forms of violence. These changes occur due to globalization and the increasing development of technology, thereby leading to deviant behaviours amongst children. Therefore, character education based on Ethno pedagogy in Islamic basic education institutions is important due to its ability to reduce the impact of negative behaviours on primary-age children. The purpose of this research is to describe the meaning of Ethno pedagogy of MIN 1 Sambas in applying local cultural values. This research uses a naturalistic phenomenology approach through participant observation, interview, and documentation techniques with primary data obtained from students, teachers, parents, and community leaders. The results showed the importance of integrating the self-development program of students based on Ethno pedagogy of Melayu Sambas, familiar with fostering character education in creating local cultures such as the Sambas Malay language. Furthermore, ethnology tends to foster a religious character in the millennial generation, namely religious character, such as the attitudes and behaviour of priests and taqwa applied in everyday life.

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Gaillardetz, Richard R. "Can Orthodox Ethics Liberate? A Test Case for the Adequacy of an Eastern Ethic." Horizons 17, no. 1 (1990): 60–75. http://dx.doi.org/10.1017/s0360966900019721.

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AbstractThis article evaluates the adequacy of Orthodox ethics by examining Orthodoxy's response to questions of social justice as they have been raised by the churches of the third world.The Eastern tradition is skeptical of such phrases as “structures of injustice” because it is improper to speak of sin with regard to structures. This does not mean that Orthodoxy is insensitive to questions of social justice, but rather that such questions can only be properly addressed by a personalist ethic grounded in trinitarian theology. It is trinitarian theology that provides the foundation for an understanding of love, community, and human relationship which demands relationships of mutuality and reciprocity and rejects all forms of human domination. This ethic is arrived at by an examination of the mode of being of the triune God in which all Christians participate, a mode of being that is both personal and communal. Orthodox ethics, while still in need of development with regard to the problems of concrete moral decision-making, offers a rich theological foundation often lacking in the more philosophical-ethical tradition of the West.

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Nitza, Shachar, and Baratz Lea. "Moral Courage of Students Qualifying to Teach in Special Education." World Journal of Educational Research 2, no. 2 (December 24, 2015): 193. http://dx.doi.org/10.22158/wjer.v2n2p193.

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A large body of research has discussed the issue of moral courage, but there is a lack of research on students who are qualifying to teach in special education. Moral courage is considered as the bridge between talking about values and actually implementing them. Ten special education students in their last year of studies in a large college in Israel participated in the research. Most of the student teachers chose special education for personal or family-related reasons. Data were collected with qualitative research tools: portfolios, field diaries, and partially-structured interviews and analyzed by qualitative research methods, identifying in the students’ stories themes, which were divided into categories. Two kinds of courage were described; courage as a part of the teaching process, when the students independently decided to teach differently from how they were expected to teach, and courage in an exceptional act in which they intervened for the sake of one single child. In every case the students were aware of the fact that they risked their professional future, their “good name” and their studies in the college. Several motives were identified for their behavior: ideological motives, altruism and caring, moral inner motive and responsibility for others, personal reasons that were connected to their own past history, and the existence of support from college instructors.

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Sunarmi. "MORAL EDUCATION VALUE IN TEMBANG ILIR-ILIR LYRICS FOR THE SOCIETY (PRAGMATIC AND IMPLICATIVE STUDIES)." International Journal of Social Science 1, no. 3 (October 2, 2021): 185–92. http://dx.doi.org/10.53625/ijss.v1i3.411.

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This study aimed to find the meaning or value of moral education implied in tembang ilir-ilir lyrics of Sunan Wali Sanga's (12th century) and its meaning for society. The narrative of the lyrics is expressed in Javanese. The study was carried out by using a qualitative paradigm, which was pursued by a single embedded descriptive case study. Data were collected from document / archive sources or libraries. Data validity used triangulation of data. Data were analyzed using pragmatic analysis models. The findings showed that moral education value in tembang Ilir-ilir lyrics was related to one's faith and piety to God. Faith and piety starts from the moment humans are born until they die. The manifestation of one's faith and piety in tembang Ilir-ilir lyrics expressed the need to believe in the oneness of God, doing shalat, and perform amar ma'ruf nahi mungkar (acts of virtue and stay away from God's prohibitions). The impact on readers was that they can understand the meaning and improve the belief of need to approach oneself towards God by carrying out worship according to what has been directed. The novelty of this study was namely delivering of da'wah that carried out by Islamic religious leaders by conveying the chanting of tembang which makes listeners feel entertained and happy, so that the message conveyed feels easy to accept and is motivated to be implemented.

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Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.

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AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.

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Weber, Karsten. "The plurality of moral challenges in information societies and the need for systematic thinking." International Review of Information Ethics 3 (June 1, 2005): 70–72. http://dx.doi.org/10.29173/irie353.

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This paper shall give a review of some recently published and some older books, which were published as second or third edition, on Information Ethics and Internet related topics: - Brennan, Linda L. & Victoria E. Johnson (eds.): Social, Ethical, and Policy Implications of Information Technology. Hershey, PA: Information Science Publishing, 2004. – 304 pages, paperback, $59.95 - Capurro, Rafael: Ethik im Netz. Wiesbaden: Franz Steiner, 2003. 278 pages, paperback, €26.00 - Cavalier, Robert J. (ed.): The impact of the Internet on our moral lives. Albany, NY: State University of New York Press, 2005. – 249 pages, paperback, $26.95 - Johnson, Deborah G.: Computer Ethics. Upper Saddle River, NJ: Prentice Hall, third edition, 2001. – 240 pages, paperback, $40.67 - Kuhlen, Rainer: Informationsethik. Umgang mit Wissen und Informationen in elektronischen Räumen. Konstanz: UVK (UTB), 2004. – 444 pages, paperback, €24.95 - Nyíri, Kristóf: Vernetztes Wissen. Philosophie im Zeitalter des Internets. Wien: Passagen Verlag, 2004. – 179 pages, paperback, €19.95 - Spinello, Richard A.: Case Studies in Information Technology Ethics. Upper Saddle River, NJ: Prentice Hall, second edition, 2003. – 252 pages, paperback, $54.67 - Spinello, Richard A. & Herman T. Tavani (eds.): Readings in Cyberethics. Sudbury, NJ: Jones and Bartlett Publishers, second edition, 2004. – 697 pages, paperback, $54.95 - Tavani, Herman T.: Ethics & Technology. Ethical Issues in an Age of Information and Communication Technology. Hoboken, NJ: John Wiley and Sons, 2004. 344 pages, paperback, $53.95

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Fisher, Celia B., and Tara L. Kuther. "Integrating Research Ethics into the Introductory Psychology Course Curriculum." Teaching of Psychology 24, no. 3 (July 1997): 172–75. http://dx.doi.org/10.1207/s15328023top2403_4.

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Faculty at 2 universities integrated 6 case studies on research ethics into their introductory psychology curricula. Students who received the ethics modules were better able to identify ethical issues and consider moral ambiguities them students who received standard instruction. Students and faculty favorably evaluated the curriculum, and students indicated that ethics instruction increased their interest in research psychology and scientific ethics.

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Connelly, Mark, and Stefan Goebel. "The Imperial War Graves Commission, the war dead and the burial of a royal body, 1914–32." Historical Research 93, no. 262 (November 1, 2020): 734–53. http://dx.doi.org/10.1093/hisres/htaa020.

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Abstract The mass deaths of British and imperial soldiers during the First World War created a crisis of commemoration. How could the bereaved come to terms with the losses when their deceased loved ones were buried so far from home, or had disappeared completely? Attempting to impose a common solution, the Imperial War Graves Commission (founded in 1917) committed itself to non-repatriation of bodies and standard treatment of war graves. In doing so, it ran the risk of contradicting the wishes of bereaved families. This article explores how the grave of Prince Maurice of Battenberg became a test case for the Commission in its quest for legitimacy and the aptness of its approach against the opposition of Maurice’s mother, Princess Beatrice, daughter of Queen Victoria. It reveals the I.W.G.C.’s desire to avoid public controversy while sticking to its guiding principles, and its belief that far from being exempt from those principles through her royal status, Princess Beatrice had a moral obligation to accept and embrace them.

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Ballweg, John M. "Developing Moral Imagination: Case Studies in Practical Morality. By Edward Stevens. Kansas City, MO: Sheed & Ward, 1997. v + 256 pages. $15.95 (paper)." Horizons 25, no. 2 (1998): 334. http://dx.doi.org/10.1017/s0360966900031431.

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Markwart, Anna. "Changing Society and Institutions in the Theories of Adam Smith and Sophie de Grouchy." Journal of Scottish Philosophy 20, no. 1 (March 2022): 55–72. http://dx.doi.org/10.3366/jsp.2022.0320.

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The aim of this paper is to present a comparative analysis and reconstruction of the approach to social, moral, and institutional change in the theories of Adam Smith and Sophie de Grouchy. In their theories moral philosophy is inextricably linked with social thought. I also discuss the role of education and institutions in such a process. I argue that Smith's and de Grouchy's understanding of the roles of sympathy and institutions are strictly connected to the way they perceive the process of social change. Both philosophers considered people as equals and equally capable of sympathizing with others. For both of them, sympathy is a key element in reconstructing how societies change. In my opinion, both these philosophers believe that such a change can be induced: in the case of de Grouchy, this would be done primarily by legislators. In the case of Smith, respected people are capable of initiating change and are subsequently followed by others.

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Kosiewicz, Jerzy. "Sport beyond Moral Good and Evil." Physical Culture and Sport. Studies and Research 62, no. 1 (June 1, 2014): 22–30. http://dx.doi.org/10.2478/pcssr-2014-0009.

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Abstract Sport is - and should be - an amoral phenomenon (what should not be confused with an immoral one); that is, a phenomenon which is completely independent from ethics, except of, possibly, deontological ethics which concerns professionals who have professional obligations towards their employers and other persons who are provided with and influenced by their services. Conduct according to rules of a given sport has no moral character. It has only pragmatic character, similarly as conduct in compliance with principles of the administrative code, the civil code or the penal code. Of course, when you act in accordance with rules of sports rivalry you can additionally realize also other aims - like, for example, aesthetic, spectacular or moral ones. However, in each case rules of the game and legal norms have priority, because they are the most important regulative determinant of conduct in various societies, including variously defined human teams. The abovementioned legal and sports regulations are not moral norms. They can, however, influence moral behaviours if they are in conflict with the law or rules of the game. From that viewpoint moral norms are exterritorial in their relation to assumptions and rules of a particular sport. Contestants and people responsible for them - like, for example, coaches or sports officials - as well as their employers are neither required to account for their moral beliefs, nor for their moral behaviours, if only they act in compliance with rules of sports rivalry.

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Kosiewicz, Jerzy. "Sport beyond Moral Good and Evil." Physical Culture and Sport. Studies and Research 49, no. 1 (October 1, 2010): 21–29. http://dx.doi.org/10.2478/v10141-010-0012-2.

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Sport beyond Moral Good and EvilSport is - and should be - an amoral phenomenon (what should not be confused with an immoral one); that is, a phenomenon which is completely independent from ethics, except of, possibly, deontological ethics which concerns professionals who have professional obligations towards their employers and other persons who are provided with and influenced by their services.Conduct according to rules of a given sport has no moral character. It has only pragmatic character, similarly as conduct in compliance with principles of the administrative code, the civil code or the penal code. Of course, when you act in accordance with rules of sports rivalry you can additionally realize also other aims - like, for example, aesthetic, spectacular or moral ones. However, in each case rules of the game and legal norms have priority, because they are the most important regulative determinant of conduct in various societies, including variously defined human teams. The above mentioned legal and sports regulations are not moral norms. They can, however, influence moral behaviours if they are in conflict with the law or rules of the game.From that viewpoint moral norms are exterritorial in their relation to assumptions and rules of a particular sport. Contestants and people responsible for them - like, for example, coaches or sports officials - as well as their employers are neither required to account for their moral beliefs, nor for their moral behaviours, if only they act in compliance with rules of sports rivalry.

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Brevetti, Melissa, and Dayna Ford. "Debates on the international student experience: schools as a morally formative culture." Journal for Multicultural Education 11, no. 3 (August 14, 2017): 189–93. http://dx.doi.org/10.1108/jme-08-2016-0044.

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Purpose This paper aims to theorize observations as an American professor that schools are a morally formative culture for all students, but international students especially. Formative because schools mold students’ right or wrong behaviors as dictated by the culture. The purpose of the authors’ examination into international students’ experiences is to explore and understand particular struggles that they may encounter while living within a society that adheres to considerably dissimilar beliefs and ways of life. Design/methodology/approach This study is empirical in nature (case study) as the authors share their experiences and observations while working with international students. Findings The authors’ extend their voice to this idea that schools become a morally formative culture and create harmony for different societies through teaching multicultural issues and respectful education. This connection begins when teachers feel the calling to produce well-adjusted, respectful and compassionate citizens of the world. In the absence of this, people would not care about others in foreign places. The final argument, the beauty of schools as a morally formative culture is to protect and love our global neighbors. It is the authors’ strong belief that failure to provide a caring culture in educational contexts could be dangerous to our ever-shrinking global existence. Research limitations/implications A research limitation may include little quantitative data, but this study utilizes a qualitative, case-study manner of observations of years and years of working with international students. Practical implications The practical implications of this original paper are endless: schools are morally formative, especially the international student experience. This manuscript shows that moral development is very much connected while teaching English language learners (ELL). Social implications The authors’ comment on the debates about how students develop a strong moral identity if exposed to multiple cultures. A clear understanding of these issues may serve as the first step for educators to recognize and consider how curriculum and behaviors within a school can impact international students in moral ways during their new cultural experiences. In conclusion, the authors argue that a respectful and multicultural education can contribute to international harmony, as well as develop caring global citizens. Originality/value The paper demonstrates that there is much moral development within the international student experience, as these students must navigate both education and culture. Yet little research has examined the moral impact of teaching international students from a professor’s perspective.

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Duran, Jane. "Maria Stewart: A Black Voice for Abolition." Feminist Theology 29, no. 1 (September 2020): 6–17. http://dx.doi.org/10.1177/0966735020944896.

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This article argues that Maria Stewart is an underappreciated abolitionist, and a worthy exponent of the Black views of the 1830s. Her work is compared with that of David Walker, Charlotte Forten, and Anna Julia Cooper. A focal point of much of her work is her exhortation to the high moral ground—she remains concerned, throughout her career, about the temptations faced by many during the nineteenth century that might lead them to a non-Christian path. As is the case with Charlotte Forten, who frequently moved for more formal education, Stewart worked ceaselessly to impel Black Americans to a worthy and virtuous life.

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Wansink, Bjorn G. J., Sanne F. Akkerman, and Brianna L. Kennedy. "How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands." Intercultural Education 32, no. 4 (March 11, 2021): 430–45. http://dx.doi.org/10.1080/14675986.2021.1889986.

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Wong, Mei-Yee. "Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 263–76. http://dx.doi.org/10.1386/ctl_00010_1.

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Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.

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Abdi, Muhammad Iwan. "The Implementation of Character Education in Kalimantan, Indonesia: Multi Site Studies." Dinamika Ilmu 18, no. 2 (December 6, 2018): 305–21. http://dx.doi.org/10.21093/di.v18i2.1289.

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This research was inspired by some of the realities that the author found related to the implementation of character education, especially in several regencies/cities in East Kalimantan. Apart from the author’s concern toward the case of the moral decadence of the nation's children, this should be a demand and obligation for every educator to form the character of his students. Therefore, various models and innovations began to be developed by educational units led by creative teachers starting to package character-based learning designs and innovations. This research focuses on character models developed by the school. This research is a field work research that focuses on multi-site studies. Sources of data in this study include: teachers and students in several schools are the focus of research. The research locus is spread in several regions, namely: Tarakan, Bulungan, East Kutai and Bontang. The data collection techniques that the author uses in this study include: observations, interviews and documentations. Furthermore, the findings of the research data were processed using Milles and Hubberman's interactive analysis using the data reduction flow , data display and data conclusions . Based on the findings of the research, it can be concluded that the character values developed include: religious values, creative, independent and responsible, the spirit of nationality and love for the motherland, tolerance, communication and love the environment.

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Lee, Gilyong, Hoojo Hong, and Buja Min. "A Study on the School-level and Subject-Specific Applications of a Textbook with Multiple Editions." Korea Association of Yeolin Education 30, no. 5 (September 30, 2022): 189–211. http://dx.doi.org/10.18230/tjye.2022.30.5.189.

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This study proposes ‘the textbook with multiple editions', which is gradually improved via new editions as a method of managing the quality of the textbook, and the main purpose of this study is to explore the applications of this new type of textbook. Also, systemic support measures are dealt with. After reviewing the preceding studies, overseas cases were investigated, and a survey was conducted to find out which school-level and subject is more suitable for the introduction of the textbook with multiple editions. As a result of the study, first, in the case of school level, it is more appropriate to apply the textbook with multiple editions for elementary and middle school. Second, in the case of subject, Mathematics, Moral Education, and Korean language are top 3 in elementary school, and Chinese characters, History, Mathematics, Moral Education, and Korean language are top 5 in middle school that the need for the multiple editions is high. Third, it was confirmed that it was necessary to revise some contents of the relevant provisions to systematically support the textbook with multiple editions. According to the results, it was suggested that the introduction of the textbook with multiple editions should be carried out on a trial basis among 'Korean language, Mathematics, Moral Education, History, and Atlases' in elementary and middle schools. It was also proposed to improve the relevant provisions.

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Mccamant, Jane. "Getting to Scale with Moral Education: The Demands of Reproducibility and the Case of the Chicago Manual Training School, 1884–1904." Teachers College Record: The Voice of Scholarship in Education 120, no. 7 (July 2018): 1–38. http://dx.doi.org/10.1177/016146811812000703.

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Background Getting educational reforms “to scale” continues to be a primary preoccupation of scholars, but such studies tend to remain focused on the organizational or other characteristics of the school(s) receiving a given innovation. Purpose This article brackets the organizational elements of reform dissemination to consider the relationship between the ideational content of educational innovations and their success at being “scaled up.” It considers whether particular categories of educational outcomes are inherently less well suited to widespread reproduction. Research Design The article identifies a historical case of an educational reform effort that failed to be brought to scale as a method of considering these larger theoretical questions. First articulated in the early 1880s, the educational philosophy of manual training called for the incorporation of industrial training––in the form of tool work, metal shop, and technical drawing––into a rigorous and traditional academic curriculum. This combination of shop work and school work was intended to function holistically, developing the manual, intellectual, and moral capacities of the student simultaneously. Opened in 1884, the Chicago Manual Training School (CMTS) was intended to be an example of the implementation of this philosophy to be emulated by Chicago's public secondary schools. Such emulation never occurred. The case study portion of this article is based on in-depth historical analysis of the records of the CMTS, the papers of its founder, Henry Holmes Belfield, and other contemporaneous materials relating to the manual training movement and the context of late-19th-century education reform efforts. Conclusions The case of the CMTS suggests two necessary (but not sufficient) criteria for a given educational philosophy to be susceptible to reproduction: intelligibility and measurability. These two requirements are found to be particularly unlikely in educational innovations that emphasize the subtle and intangible connections of mind, body, and spirit or that seek primarily to teach character or disposition—here termed “moral education.”

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Kurdi, Muqarramah Sulaiman, and Yusmicha Ulya Afif. "THE ENHANCEMENT OF ISLAMIC MORAL VALUES THROUGH SEX EDUCATION FOR EARLY CHILDREN IN THE FAMILY ENVIRONMENT." Religio Education 1, no. 2 (December 24, 2021): 106–16. http://dx.doi.org/10.17509/re.v1i2.41346.

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The fast-moving conditions and development of the times, the easy access to mass media at every level requires that parents provide their children with an education. The education aimed at is sex education for children of an early age. The increasing problem of sexual deviancy behavior in the country of Indonesia is that one is the result of a lack of understanding about sexual education. Sex education should certainly be applied at an early age in order to have good morals and not be susceptible to promiscuity. Premature age is a golden phase for children, treatment of them can affect their life into adulthood. The purpose of research is to learn the importance of sexual education in an early-age child morals based on islamic religious views. A research approach uses a qualitative approach for case study methods. Studies reveal sexual education should be given concurrently with a religious basis. Child sexual education needs to be applied by family members as a protection for their child.

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Nunes, Thiago Soares, and Eliana Marcia Martins Fittipaldi Torga. "Assédio moral na pós-graduação: As consequências vivenciadas por docentes e discentes de uma Universidade Estadual brasileira." education policy analysis archives 28 (January 20, 2020): 11. http://dx.doi.org/10.14507/epaa.28.4883.

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Postgraduate courses provide a fertile ground for the occurrence of workplace bullying, since both teachers and students are usually overwhelmed by stressful demands and pressure, constant seek for productivism, high competitiveness, and vanity. Therefore, the consequences of this demanding environment can be even more severe, affecting health, work, studies and the private life of the professional. Thus, this article aims to identify the consequences of workplace bullying in students and teachers from stricto sensupostgraduate courses in a Brazilian state university. This research was a descriptive case study, and used a mixed approach. Data was collected through an online questionnaire (126 answers) and follow-up interviews (7), which were analyzed through content analysis technique. As a result, it was possible to perceive that there were consequences to mental health (anger, anxiety, low self-esteem, depression), physical health (loss of hair, weight gain, trembling), relational/affective (withdrawal/loss of friends, marital conflict), and work/study (disappointment with academia, increased workload, willingness to drop out of the postgraduate course). The findings indicate that the topic should be further investigated due to its destructive nature. Furthermore, the study suggests the elaboration of effective actions to prevent and combat workplace bullying.

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Wanjiru, Jenestar. "School leadership and post-conflict education: How can their roles in developing inclusive practices in post-conflict schooling be understood and conceptualized?" Educational Management Administration & Leadership 49, no. 1 (November 14, 2019): 145–63. http://dx.doi.org/10.1177/1741143219884693.

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The concepts of ‘leadership’ and ‘inclusion’ continue to attract much attention in educational discourses; however, not many studies have explored their connection in schools serving conflict-affected communities where displacement and fragmentation of families risks the access, participation and achievement of many young people in education. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community primary school in Kenya, following the 2007/8 post-election violence. Overall, the aim was to understand the connection between school leadership and inclusive education practices, with interest in the schooling experiences of conflict-affected children. Following an integration of reviewed literature and findings emerging from the entire study, this paper specifically examines how roles for school leadership can be understood in relation to developing inclusive practices for conflict-affected pupils in post-conflict schooling. Three core thematic issues emerged, suggesting that these roles involved: mediating ‘post-conflict conflicts’; fostering ‘socio-moral connectedness’, and engendering aspects of ‘indigenous leadership practice’ in school. These roles were fundamental in reversing community disintegration and repairing moral distortion. Besides contributing to knowledge in the developing field of education and conflict, this study highlights the joint social, moral and professional investment made by headteachers and teachers in repairing violence-torn societies.

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Ponce-Correa, Andrés Mauricio, Alexander Alonso Ospina-Ospina, and Rosa Elvira Correa-Gutierrez. "Curriculum analysis of ethics in engineering: a case study." DYNA 89, no. 222 (July 22, 2022): 67–73. http://dx.doi.org/10.15446/dyna.v89n222.101800.

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For several decades, there have been warnings about certain ethical faults in engineers regarding corruption in different works, which lead to collapses and the death of people, calling engineering into question and affecting the social development of communities. Ethics is an educational responsibility, the ethical debate must take place inside and outside the classroom, since studies carried out in different universities indicate that ethics continues to be a pending subject in engineering programs. This study seeks to contribute to educational innovation for the teaching of ethics in engineering through documentary review and interviews with students and teachers. It was found that the education of ethics in engineering should be included in the curriculum as an important factor in the training of engineers, from a practical dimension, which includes the study of cases, moral dilemmas, and based on problems applied to the environment.

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Winkler, Eva C. "Do Researchers in Empirical Ethics Studies Have a Duty to Act Upon their Findings? Case Study in End-of-Life Decision Making." Journal of Empirical Research on Human Research Ethics 14, no. 5 (November 28, 2019): 438–40. http://dx.doi.org/10.1177/1556264618822603.

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The outlined empirical study on the decision-making process concerning the limitation of life-prolonging treatment (DLT) in patients with advanced cancer at a University hospital setting triggered some new questions for research ethics with respect to studies using empirical methods in medical ethics. The analyzed data of the study showed that less than half of the patients were involved in DLT. Deciding against CPR (cardiopulmonary resuscitation) and transferal to the ICU (intensive care unit) without informing and explaining it to the perfectly competent patient can be regarded as a violation of the ethical principle of respect for autonomy. This is what the embedded researcher witnessed throughout the study recruitment and data acquisition, as the noninvolvement of patients was not just a result of the final data analysis. The ethical question raised in this situation was as follows: Does the embedded researcher has a moral duty to intervene when she witnesses that ethical standards are not upheld?

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Bahrudin, Bahrudin, and Moh Rifa’i. "IMPLEMENTASI PEMBELAJARAN KITAB KUNING SEBAGAI UPAYA PEMBENTUKAN KARAKTER RELIGIUS SANTRI." TA'LIM : Jurnal Studi Pendidikan Islam 4, no. 1 (January 2, 2021): 1–21. http://dx.doi.org/10.52166/talim.v4i1.2127.

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This study aims to determine the implementation of the kitab kuning learning as an effort to form the religious character of the tarbiyatul akhlaq Islamic boarding school students, using a qualitative approach with the type of case study. Data collection techniques using observation, interviews, and documentation. Meanwhile, data analysis by means of data collection, data reduction, display, and drawing conclusions. The results of this study explain the implementation of the yellow book learning in the Tarbiyatul Akhlaq Islamic Boarding School by paying attention to three important things, namely the learning system which consists of ma'hadiyah education, madrasiyah education, and moral education. Second, pay attention to the studied yellow book material which consists of nahwu science, sorof, fiqih, kaidah fiqh, hadith, hadith science, tafsir, science of tafsir, tauhid, tasawuf, knowledge of morality, date and balaghah, science of faroid. The book An-nashaih Ad-diniyah and the book Ayyuhal walad which are the main studies in the tarbiyatul akhlaq Islamic boarding school in order to improve the religious attitudes of students, especially in the moral aspect, which contains wise advice in moral and spiritual education accompanied by examples and experiences of people former role model. Third, pay attention to the learning method which consists of lecture, question and answer method, story, discussion, assignment, memorization, and application of reward and punishment.

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