Belief Morals And Education

Belief, Morals and Education is a collection of seven essays by a noted European pedagogue dealing with the topic of education in religion, philosophy of life and morals. Included are: 'Educational Aims Today: Problematics and Guidelines', 'Belief and Education', 'Nietzsche's Doctrine of 'Necessary Illusions', 'Balanced Education' in a Society Lacking Certainty About Values, 'Values Education? Problematics and Possibilities', 'Education Today: Shared Responsibilities of Family and School' and 'Professional Morals for Teachers.' The author shows that it is not necessary for educators to succumb to moral relativism and abdicate their responsibility for education in religion, philosophy of life and morals. A common basic set of moral norms and values must and can be transmitted. Through a fair and balanced presentation and advocacy of those norms and morals necessary for the integration and perpetuation of society, teachers can help their students overcome the laming insecurities and doubts which prevent them from making a contribution to their society and from leading personally satisfying lives.

Offering a variety of perspectives on some of the most fundamental questions about moral education the volume is written in the belief that philosophy has an important contribution to make in bringing about a clearer understanding of the task of moral education. There is an international team of contributors including both philosophers and educationalists. These include; David Best, Brian Crittenden, Paul Hirst, Ruth Jonathon, John Kekes, Will Kymlicka, Alasdair MacIntyre and Amelie Oksenberg Rorty.

The period of adolescence involves growth, adaptation, and dramatic reorganization in almost every aspect of social and psychological development. The Encyclopedia of Adolescence, Three Volume Set offers an exhaustive and comprehensive review of current theory and research findings pertaining to this critical decade of life. Leading scientists offer accessible and easily readable reviews of biological, social, educational, occupational, and cultural factors that shape adolescent development. Issues in normative development, individual differences, and psychopathology/maladjustment are reviewed. Over 130 chapters are included, each covering a specific aspect or issue of adolescence. The chapters trace differences in the course of adolescence in different nations and among youth with different backgrounds.The encyclopedia brings together cross-disciplinary contributors, including academic researchers, biologists, psychiatrists, sociologists, anthropologists and public policy experts, and will include authors from around the world. Each article features an in-depth analysis of current information on the topic, along with a glossary, suggested readings for further information, and cross-references to related encyclopedia articles. The volumes offer an unprecedented resource for all audiences, providing a more comprehensive understanding of general topics compared to other reference works on the subject.Available both in print and online via SciVerse Science Direct. Winner of the 2011 PROSE Award for Multivolume Reference in Humanities & Social Science from the Association of American Publishers; and named a 2012 Outstanding Academic Title by the American Library Association's Choice publication Brings together cross-disciplinary contributors, including developmental psychologists, educational psychologists, clinical psychologists, biologists, psychiatrists, sociologists, anthropologists and public policy experts Published both in print and via Elsevier's ScienceDirectTM online platform

The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes proven-effective lessons that promote academic learning and moral growth for the early grades through adolescence. The text also incorporates recent work with social-emotional learning and restorative justice to nurture students’ ethical awareness and disrupt the school-to-prison pipeline. Book Features: Guidance to help teachers move from classroom moral discourse to engage students in community action. Age-specific lesson plans developed with classroom teachers for integration with regular academic curricula.Detailed overview of moral growth with examples of student reasoning.Connections between moral development and critical pedagogy.Connections between moral development and digital literacy.Connections among classroom management, school rules, restorative justice, and students’ social development.Insights drawn from research conducted within the Oakland Public School system.

This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.

An analysis of teachers' values and the values that teachers are supposed to foster in the classroom. Haydon (philosophy of education, U. of London) takes a generalist's perspective in the discussions, probing deeply into questions of values and morality, compromise and tolerance, secular and spiritual controversies in the schools, and the manner in which teachers (and administrators) can begin to teach common values in the class, as well as begin to value the teachers. Distributed by Books International. Annotation copyright by Book News, Inc., Portland, OR

The apparently straightforward question 'Can we teach children to be good?' cannot be properly understood without a great deal of careful thinking about the philosophical issues involved. Teachers and parents often assume that what the question means and how it should be answered are self-evidently matters of plain 'commonsense', but the dangers of such assumptions are laid bare by the probing approach of this book. After reflecting on the terms 'goodness' and 'teaching' it proceeds to describe and critically examine a number of attempts to define the nature of morality in terms of its form or its content, thereby teasing out the many conflicting views of moral education which follow from these theories. No one account of morality or 'moral education' is found to be wholly satisfactory and a synthesis is offered in the final chapter, which suggests a variety of practical teaching strategies.