Ethics and Value Education
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Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D
Philosophical Inquiry in Education, Volume 26 (2019), No. 1, pp. 102-105 Review of Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D. Burroughs. New York: Rowman and Littlefield, 2016 TREVOR NORRIS Brock University For several decades philosophers and educational theorists have advocated for the inclusion of philosophy into the K-12 school system instead of reserving it for the post-secondary context. Lone and Burroughs’ Philosophy in Education: Questioning and Dialogue in Schools avoids extensive philosophical considerations about the nature of philosophy or philosophical education, though much emerges implicitly through the activities they present. Instead, it is more of a practical handbook, guidebook, or reference. While Lone and Burroughs outline dozens of simple and effective ways to engage students of younger ages in philosophy, the book is more than just a “how to”: the authors present several compelling arguments that can be used to persuade students, parents, administrators and the general public that philosophy is worthwhile for those of younger ages. Recent years have seen a boom in literature arguing that philosophy in schools is both possible and worthwhile. Even the Stanford Encyclopedia of Philosophy now has an entry for philosophy for children.1 Early founders of P4C include Matthew Lipman and Gareth Matthews, who helped its establishment in the northeastern US in the 1960s and 70s. Examples of recent scholarship include Philosophy in Schools: An Introduction for Philosophers and Teachers by Goering, Shudak, & Wartenberg (2013) which is divided into distinctive approaches for elementary and secondary contexts. Its editors provide a convincing and thorough description of the merits of including philosophy in schools. -
International Centre for Philosophy, Education and Citizenship
International Center for Philosophy, Education and Citizenship PlayWise Olympiads George Ghanotakis, Ph.D. and Pleen le Jeune, University of Sherbrooke student (M.A) «Philosophy thrives on the understanding of, respect and consideration for the diversity of opinions, thoughts and cultures that enrich the way we live in the world. As with tolerance, philosophy is an art of living together, with due regard to rights and common values. It is the ability to see the world with a critical eye, aware of the viewpoints of others, strengthened by the freedom of thought, conscience and belief». Irina Bokova. UNESCO Director-General Extract, World Philosophy Day 2016 Critical acclaim of the game (PlayWise) “An excellent tool in the form of a parlour game. Satisfying for the stimulation and the chance to appreciate each individual’s unique way of seeing things.” – CM Reviewing Journal of Canadian Materials for Youth vol 7/3 Canadian Library Association. “... adapts itself to all ages: it is fun to play for children, interests teens and stimulates adults ...contributes to the development of basic skills in language arts, mathematics, science, and social studies.” - Vie Pédagogique, Quebec Ministry of Education. “ The built in debating aspects of the game provided fun to all players, be they students or adults. Would no doubt enlarge the students understanding of self and others in various life situations, teach students to be analytical and evaluative in judgment making, decision making and problem solving in the learning process. These evaluators all made strong recommendations for their institutions to purchase the game” Professor Louis K.Ho Librarian, Fellow Canadian College of Teachers “ ..has been assessed by the English and French Consultants. -
Values Education and Teachers' Work: a Quality Teaching Perspective
VALUES EDUCATION AND TEACHERS’ WORK: A QUALITY TEACHING PERSPECTIVE ©Professor Terence Lovat The University of Newcastle NSW 2308 AUSTRALIA [email protected] Keynote Address at the National Values Education Forum, Australian Government Department of Education Science and Training, National Museum, Canberra, May 2005 **Nb. A version of this paper will appear in New Horizons in Education, volume 112 (2005) 2 VALUES EDUCATION AND TEACHERS’ WORK: A QUALITY TEACHING PERSPECTIVE Abstract In order for values education to become part and parcel of mainstream schooling, the closest possible links need to be found between it and the world of teachers and schools. Teaching has undergone a revolution over the past decade or so. Updated research into the role of the teacher has uncovered the true potential of the teacher (and, through the teachers, the school) to make a difference. Much of this research insight is captured in the notion of ‘Quality Teaching’, a perspective that speaks of intellectual depth, inter-relational capacity and self-reflection as being among the factors that characterize the kind of learning that makes a difference. There are important synergies between these perspectives and those of values education. Making these links has potential to release the true power of values education and to elevate it to a mainstream issue for all schools. The address will explore these links and demonstrate how other frameworks and resources available to teachers can be incorporated into a comprehensive and powerful values education for all schools. Introduction In order for Values Education to become part and parcel of mainstream schooling, especially in public systems, the closest possible links need to be found between it and the world of teachers and schools. -
Philosophy of Education and the Growing Impact of Empirical Research*)
1 Jürgen Oelkers *) Philosophy of Education and the Growing Impact of Empirical Research 1. Point of Departure: The Triumphant Success of Empiricism Empirical research methods have been used in education since the end of the 19th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall. This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training. Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization. -
Forging a Philosophical Foundation for Outcomes-Based Education
International Journal of Education and Research Vol. 2 No. 6 June 2014 Forging a philosophical foundation for Outcomes-Based Education Elias M. Sampa, Ed.D, Arellano University, Manila, Philippines [email protected] / 0998-9740380 ABSTRACT This paper is divided into two main parts. Part one is a discussion on the distinctive character of outcomes- based education (OBE) using the Aristotelian philosophical lens. The second part deals with philosophical themes of knowledge paradigm, ontological, epistemological and pedagogical assumptions and tries to locate them in OBE where they are embedded. Keywords: Outcomes-based education, philosophy, education, Philippines 517 ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online) www.ijern.com 1. OUTCOMES-BASED EDUCATION (OBE) Philosophy has long been one of the critical foundations in the conception of education. The very notion of ‘outcomes-based’ orients us to a preoccupation with the primacy of the Aristotelian final cause or telos,the purpose or end of education. Taking a cue from this Aristotelian theory one may easily argue: Is education not outcome-based by nature? Isn’t that all education institutions and programs have goals that guide their work? Is it not that in planning curriculums or planning lessons for their classes, educators start by clarifying the purposes and objectives? Yet, our overall education practice and ethos will have alternative evidence to argue from: Isn’t it true that in schools all curriculum and lesson plans are time-based and bound? Is it not that while professors and teachers want students to learn something, they allocate a certain amount of time to study of that topic and then move on, whether or not students have mastered it? How much does the purpose or end matter? More and more it seems the discourse is between ‘coverage’ and ‘uncovering’ or put simply ‘content’ verses ‘outcomes’. -
Trends, Issues and Challenges in Teaching Values Education
“Education without values, as useful as it is, seems rather to make man a more clever devil.” – CS Lewis Values are what a person considers to be important in his life and one’s values set the direction for which he/she lives. Values education, in the words of one of our experts in Values Education is “the development of a person committed to building a free, democratic, peaceful, and progressive nation.” (1) self actualization, people imbued with a sense of human dignity; (2) a sense of responsibility for community and environment, self- discipline; (3) productivity, contributory to the economic security and development of the family and nation; (4) a deep sense of nationalism, commitment to the progress of the nation and to global solidarity; and (5) an abiding faith in God and spirituality. (1) be oriented towards the whole learner; (2) consider the unique role of the family in personal development and integration into society and the nation; and (3) recognize and emphasize the role of teachers who themselves must possess a proper sense of values and respect for the person of the student. These are beautiful words, goals and aspirations. They are worth aspiring for. Let us look at them for a moment.,. (1986-1993) A glance at our newspapers today speak a lot of what we are now as a society. This is confirmed by what we hear on radio news as well as what we see and hear on our television sets. Perhaps some of us here in this audience are victims of unsavory experiences caused by so-called lawless elements or even educated people both from public and private schools. -
Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia
Portland State University PDXScholar Young Historians Conference Young Historians Conference 2017 Apr 20th, 9:00 AM - 10:15 AM Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia Lauren J. Littlejohn Grant High School Follow this and additional works at: https://pdxscholar.library.pdx.edu/younghistorians Part of the Asian History Commons, History of Religions of Eastern Origins Commons, and the Women's History Commons Let us know how access to this document benefits ou.y Littlejohn, Lauren J., "Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia" (2017). Young Historians Conference. 9. https://pdxscholar.library.pdx.edu/younghistorians/2017/oralpres/9 This Event is brought to you for free and open access. It has been accepted for inclusion in Young Historians Conference by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia Lauren Littlejohn History 105 Gavitte Littlejohn 1 Introduction Primary sources provide historians insight into how people used to live and are vital to understanding the past. Primary sources are sources of information-artifacts, books, art, and more- that were created close to the time period they are about and by someone who lived in proximity to that period. Primary sources can be first hand accounts, original data, or direct knowledge and their contents are analyzed by historians to draw conclusions about the past. There are many fields where scholars use different forms of primary sources; for example, archaeologists study artifacts while philologists study language. -
Values Education in American Public Schools
VALUES EDUCATION IN AMERICAN PUBLIC SCHOOLS: AN OVERVIEW WITH IMPLICATIONS FOR THE FUTURE by DOUGLAS STEPHENS ESKEW (Under the Direction of Jo Blase) ABSTRACT In the history of the American public school, teachers have consistently played a major role in the transmission of values and that function continues today. Yet there is a great deal of conflict in the arena of values education over the question : Which values are to be taught? Following the traditional Rankean historicist method of historical research, this study features a detailed examination of the history of values education in the United States as well as the philosophy of those involved in selecting the values to be taught. The focus is upon the differing views between those of a more conservative paradigm who consider themselves traditionalists and those with a more liberal paradigm who consider themselves multiculturalists. Included is an overview of current policies and practices and a presentation of values education principles and practices across the nation that have potential to unite Americans of all perspectives. INDEX WORDS: Character Education, Civic Education, Traditionalism, Multiculturalism, Higher Law, Natural Rights, Rule of Law, Democratic Values, Relativism, Absolutes, Race, Sexuality VALUES EDUCATION IN AMERICAN PUBLIC SCHOOLS: AN OVERVIEW WITH IMPLICATIONS FOR THE FUTURE by DOUGLAS STEPHENS ESKEW B.A., Augusta College, 1977 M.Ed. University of Georgia, 1980 A Dissertation Submitted to the Graduate Faculty of the University of Georgia In Partial Fulfillment -
Index of Thinking Volumes
THE JOURNAL OF PHILOSOPHY FOR CHILDREN __________________________________________________ Index of Volumes Volume 1, No. 1 (1979) Buchler, Justus. “What is a Discussion?” 4954. DuPuis, Adrian and A. Gray Thompson. “Bilingual Philosophy in Milwaukee.” 3539. Eble, Kenneth E. “Could a Child’s Question Be Answered this Way?” 59. Entwistle, Doris R. and Leslie Alec Hayduc. “What Contributes to Children’s Academic Outlook?” 12. Hare, R. M. “The Logic of Moral Education.” 42. Hayakawa, S. I. “A Second Look at ‘Childish Behavior’.” 27. Johnson, Henry C., Jr. “The Return to ‘Moral Education’.” 4148. Katz, Claire Elise. “Bridging the Gap,” 1314. Letwin, Leon. “Education and the Constitutional Rights for Children.” 1119. Matthews, Gareth. “Thinking in Stories.” 4. Montaigne, Michel de. “Of the Education of Children.” 911. Roddy, Joseph & James Watras. “Challenging Children to Think.” 58. Simon, Charlann. “Philosophy for Students with Learning Disabilities.” 2133. Wagner, Paul A.“Philosophy, Children, and ‘Doing Science’.” 5557. Worsfold, Victor L. “What Claims Can Children Make?” 13. Volume 1, No. 2 (1979) Aman, Kenneth and Sister Anna Maria Hartman. “Philosophy for Children in a SpanishSpeaking Contest.” 410. Barr, Donald. “How Important are Categories for Children.” 11. Berman, Ronald. “On Writing Good.” 12. Brent, Frances. “Philosophy and the MiddleSchool Student.” 39. Chesternon, Gilbert Keith. “The Ethics of Elfland.” 1320. Dostoevsky, Fedor. “Ghost and Eternity.” 27. Education Commission of the States. “The Higher Level Skills: Tomorrow’s ‘Basics’.” 11. Freire, Paulo. “Education Through Dialogue.” 11. Gosse, Edmund. “Untitled from Father and Son.” 4346. Hullfish, H. Gordon. “Thinking and Meaning.” 12. -
Documenting the Influence of Noddings's Theory of Care in Moral
Documenting the Influence of Noddings’s Theory of Care in Moral Education and Philosophy of Education: 2003-2013 By © 2017 Gözde Eken M. Ed., Rutgers University, 2012 B. Ed., Gazi University Kastamonu School of Education, 2007 Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Chair: Suzanne Rice, PhD. Committee Member: John L. Rury, PhD. Committee Member: Jennifer C. Ng, PhD. Committee Member: Argun Saatçioğlu, PhD. Committee Member: Philip McKnight, PhD. Date Defended: September 27, 2017 ii The dissertation committee for Gozde Eken certifies that this is the approved version of the following dissertation: Documenting the Influence of Noddings’s Theory of Care in Moral Education and Philosophy of Education: 2003-2013 Chair: Suzanne Rice, PhD Date Approved: November 17, 2017 iii Abstract Educational research has a broad scope of interest; and, since Ancient Greece, it has constantly interacted with other fields such as ethics, social work, and psychology. For centuries, scholars and researchers have struggled to answer the questions: What is moral knowledge? How do we acquire moral knowledge? What does education mean? The need to answer these questions has motivated educational theorists and philosophers to construct new and thought-provoking educational theories. Many educational theorists and philosophers have improved and/or challenged the theories of interest over time, but few have constructed their own theories. Nel Noddings, a well-respected educational philosopher and a moral theorist, has provided comprehensive answers to these questions through the Theory of Care she constructed. -
Instilling the System of Values in Preschool Children in the Cultural and Educational Space
Universal Journal of Educational Research 8(11B): 5991-5999, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082235 Instilling the System of Values in Preschool Children in the Cultural and Educational Space Larysa V. Zdanevych1,*, Yuliia V. Syrova2, Svitlana V. Kolosova2, Maryna S. Pyvovarenko2, Olha O. Kurhannikova3 1Department of Pre-School Pedagogy, Psychology and Professional Methods, Faculty of Pre-School Education and Psychology, Khmelnytskyi Humanitarian-Pedagogical Academy, 29000, Khmelnytskyi, Ukraine 2Department of Theory and Methods of Preschool Education, Faculty of Preschool and Special Education and History, Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy” of Kharkiv Regional Council, 61001, Kharkiv, Ukraine 3Department of Foreign Philology, Faculty of Social and Pedagogical Sciences and Foreign Philology, Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy” of Kharkiv Regional Council, 61001, Kharkiv, Ukraine Received August 28, 2020; Revised October 1, 2020; Accepted November 1, 2020 Cite This Paper in the following Citation Styles (a): [1] Larysa V. Zdanevych, Yuliia V. Syrova, Svitlana V. Kolosova, Maryna S. Pyvovarenko, Olha O. Kurhannikova , "Instilling the System of Values in Preschool Children in the Cultural and Educational Space," Universal Journal of Educational Research, Vol. 8, No. 11B, pp. 5991 - 5999, 2020. DOI: 10.13189/ujer.2020.082235. (b): Larysa V. Zdanevych, Yuliia V. Syrova, Svitlana V. Kolosova, Maryna S. Pyvovarenko, Olha O. Kurhannikova (2020). Instilling the System -
295 Tradition of Value Education Implementation in Indonesian
Journal of Social Studies Education Research Sosyal Bilgiler Eğitimi Araştırmaları Dergisi 2018:9 (4), 295-318 www.jsser.org Tradition of Value Education Implementation in Indonesian Primary Schools Kama Abdul Hakam1 Abstract Following Indonesia’s 1998 reform, value education in the form of a specific subject is no longer applied. The results of the 2006 national discussion recommended new education programs loaded with values. Therefore, the value education integration in learning activities has been carried out since 2007 and was updated in 2011, 2016, and 2017. The latest update of value education integration year 2017 emphasizes the implementation of Character Education in school activities. The aim of this study is to examine the implementation of value education in Indonesian primary schools from the starting point of the reform until now. This study applied the historical method with a purposive random sampling using all reference primary schools (school models) in each province in Indonesia. The results show that value education in Indonesian primary school activities (intra-curricular, extra-curricular, development of school culture, and collaboration with the community) tend to use value transmission approaches through the methods of training, modeling, conditioning, and habituation, which foster moral behavior in the form of students’ discipline and adherence to rules and norms. Indonesian primary school activities have an insufficient constructionist approach that contributes to the lack of student’s moral consideration. Key words: value education implementation; value transmission; Indonesian primary school Introduction There is a broad agreement that schools must contribute to the formation and development of student values in the form of moral development and student character formation (Nucci, et al, 2014).