Moral Education In The 21st Century

Moral education is an enduring concern for societies committed to the value of justice and the wellbeing of children. What kind of moral guidance do young people need to navigate the social world today? Which theories, perspectives, values, and ideals are best suited for the task? This volume offers educators insight into both the challenges and promises of moral education from a variety of ethical perspectives. It introduces and analyses several important developments in ethics and moral psychology and discusses how some key moral problems can be addressed in contemporary classrooms. In doing so, Moral Education in the 21st Century helps readers develop a deeper understanding of the complexities of helping young people grow into moral agents and ethical people. As such, researchers, students, and professionals in the fields of moral education, moral psychology, moral philosophy, ethics, educational theory, and philosophy of education will benefit from this volume.

Providing a selection of papers presented at ICECE 2018, a biennial conference organised by the Early Childhood Education Program, Universitas Pendidikan Indonesia. The conference’s general theme was "Finding Alternative Approaches, Theories, Frameworks, and Practices of Early Childhood Education in the 21th Century." Distinct from other periods of time, the 21st century is characterised by so much knowledge -easy to access but hard to grasp, borderless and hyper-connected society mediated by the internet, high competitiveness -not only within a country but across countries, high mobility, and widening economic discrepancy as neoliberalism has strengthened its influence on every sector of human life. The children of today will face many things that have not yet been invented or discovered, sometimes beyond expectations. Scholars and teachers of early childhood education need to be aware of these astonishing changes. The way children and childhood are seen cannot stay the same, and so does the way children of this century are educated. The conference opened a discussion about finding alternative approaches, theories, and best practices of early childhood education for a rapidly changing and globalised society.

"Educational philosopher Nel Noddings draws on John Dewey's foundational work to reimagine education's aims and curriculum for the 21st century. Noddings looks at education as a multi-aim enterprise in which schools must address needs in all three domains of life: home and family, occupational, and civic. She raises critical questions about the current enthusiasm for standardization, the search for 'one-best-way' solutions, and the practice of maintaining a sharp separation between the disciplines. Comprehensive in its scope, chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education."--Back cover.

Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: a Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book contains: (1) Introduction (Joseph L. DeVitis and Tianlong Yu); (2) Moral Education in the Schools (William J. Bennett and Edwin J. Delattre); (3) The Great Tradition in Education: Transmitting Moral Values (Edward A. Wynne); (4) Character Education: Seven Crucial Issues (Thomas Lickona); (5) Eleven Principles of Effective Character Education (Thomas Lickona, Eric Schaps, and Catherine Lewis); (6) Character and Academics: What Good Schools Do (Jacques S. Benninga, Marvin W. Berkowitz, Phyllis Kuehn, and Karen Smith); (7) The Politics of Character Education (David E. Purpel); (8) The "Moral Poverty" of Character Education (Joseph L. DeVitis and Tianlong Yu); (9) Legislating Character: Moral Education in North Carolina's Public Schools (Aaron Cooley); (10) Character Education in Contemporary America: McMorals? (Suzanne S. Hudd); (11) Would You Like Values with That? Chick-fil-A and Character Education (Deron Boyles); (12) Does Character Education "Really" Support Citizenship Education? Examining the Claims of an Ontario Policy (Sue Winton); (13) Michael H. Romanowski Through the Eyes of Students: High School Students' Perspectives on Character Education (Michael H. Romanowski); (14) How Not to Teach Values: a Critical Look at Character Education (Alfie Kohn); (15) Character Education from the Left Field (Dwight Boyd); (16) Morality, Virtue, and Democratic Life (John F. Covaleskie); (17) Liberal Education and Moral Education (Daniel R. DeNicola); (18) Democracy in a Cosmopolitan Age: Moral Education for the Global Citizen (Scott Fletcher and Peter J. Nelsen); (19) Neo-Deweyan Moral Education (Douglas J. Simpson); (20) Critical Pedagogy and Moral Education (Ronald David Glass); (21) Feminist Theory and Moral Education (Barbara J. Thayer-Bacon); (22) a Warrior for Justice: Jonathan Kozol's Moral Vision of America's Schools and Society (Richard Ognibene); (23) Framing Adolescents, Their School, and Cultures: Contested Worldviews (Linda Irwin-DeVitis); (24) Fear of Uncertainty, Control, and the Criminalizing of Youth (Lynda Stone); (25) Navigating Inequities: a Morally Rooted Pedagogy of Intentional Mentoring With Black Children and Other Youth of Color (Janie Victoria Ward); (26) Cultural and Subjective Operations of Ignorance and Resistance in Sexuality-Related Curricula (Jennifer Logue); (27) Feelings of Worth and the Moral Made Visible (Barbara Stengel); (28) Teaching Themes of Care (Nel Noddings); (29) Surveying the Soil: Building a Culture of Connectedness in School (Marcia Peck); (30) "Doubt" and the Framing of Virtue Through Film (Susan Verducci and Michael Katz); (31) On the Relationship of Peace Education to Moral Education (Cris Toffolo and Ian Harris); (32) Earth's Role in Ethical Discourse and Functional Scientific Literacy (Michael P. Mueller, Dana L. Zeidler, and Lynda L. Jenkins); (33) Understanding Unbelief as Part of Religious Education (Nel Noddings); and (34) Moral Education for the 21st Century: a Buddhist View (Daniel Vokey).

Arguing for life, moral and values education as a bedrock for the original goals of school education, this monograph explores how life and values education is conceptualised and imparted in Greater China. Under a globalized, transnational, and technological world, where there has been an increase in people’s mobility, in information and cultural exchanges, there is also a growing emphasis on personal and professional ethics. Against this context, life, moral and values education has gained attention for its impact on shaping students' characters as future citizens. However, the cultivation of these values is made deeply diversified and complex by varying interpretations of "life education" and "values education" across societies, given that different societies are influenced by different socio-cultural traditions, educational ideologies and religious beliefs. The means and approaches towards life education also vary vastly from formal school subjects, school-based programmes as well as teachers and peers’ role modelling, community services, extra-curricular activities, school discipline, charity work, pastoral care, and school ethos. Recognising this inherent diversity and complexity in the approach to and the dissemination of life education, the contributors to this volume survey the practice of life education in Greater China so far, suggesting that life education is most effective when it is "diversified, dynamic and developmental across contexts". This book will provide the opportunity for engaging in important and serious debates about the future and the values that will underpin it and will prove of special interest to scholars and practitioners working on education policies curriculum development and teacher education in Greater China.

The rise of online tools is altering the dynamic of modern classrooms as methods of educating students are technologically expanding. Due to this advancement, institutions and educators of all levels are reconsidering their curriculum in order to integrate new technical demands. Teacher Education for Ethical Professional Practice in the 21st Century is an authoritative reference work for the latest scholarly research on the emerging use of technology in the educational system. Featuring coverage on proper methods, arising challenges, and educator preparation, this publication is an essential reference source for academicians, professionals and researchers seeking current research on the impact of the digital age on education.

This volume is unique in providing a comprehensive discussion of moral education in the light of a range of ethical theories. In a balanced, thoughtful and penetrating account, the author addresses important contemporary issues and controversies (morality and citizenship, family values, sexual morality). The author is a highly respected authority on this and related educational topics. The book is written in an accessible and jargon-free style.