Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
89,262
result(s) for
"Values education."
Sort by:
A bibliographic review on the qualification of articles about values education in Turkey
The study aims to analyse the scientific academic background of the concept of ‘values education’ which has nearly twenty years historical background in Turkey. In this context, 957 articles completed by the end of 2017 regarding values education were examined. The articles in the research have been examined by considering variables such as publishing performance in terms of year, institution, department; distribution by method and related components, and according to the topics discussed; theory, approach, and models used in creating scientific background. The research is structured in descriptive document scanning model. Both qualitative and quantitative methods were used in data analysis. Examination forms developed by the researchers were used to analyse the articles. As a result of the examinations, it is carried out that the highest number of articles (113) was reached in 2015; while most of the articles (70.7%) are written by researchers working in the field of education, researchers from the fields of theology (11.6%), science-literature (6.1%) and other fields (4.5%) have also contributed extensively to the articles; the rate of articles scanned in high-level indexes (SSCI, SCI and AHCI) and articles in foreign languages was low; the studies which samples are from primary and higher education are more intense; the most addressed issues were the value preferences, and attitudes and evaluations regarding the values education; in 22.7% of the articles, a clear, understandable and independently followed and repeatable method was not specified; while the explanation of academic contribution of the article was found to be incompatible with the subject, problem and method, and scientifically problematic in 4.2% of the articles, no explanation about the academic contribution was specified in half of the articles.
Journal Article
Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education
The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices.
Journal Article
Moral education and development : a lifetime commitment
\"Worries about the moral standard of younger generations are of all ages. The older generation tends to believe that the moral education of young people deserves special attention, because their moral development does not reach the level adults hope for. This observation does not mean that the older generation is necessarily wrong, but what it indisputably does show is that they attach high importance to morality and moral education. But, what characterizes a moral person? What influences people to behave morally? What should moral education involve? Which (inter)disciplinary contributions are relevant to improving moral education? These questions continuously deserve the attention of academics, students and (professional) educators. This book is divided into four parts. The first part focuses on interdisciplinary empirical research about the reasons why people act morally and the consequences for moral education. The primarily philosophical chapters of the second part address the question what it means to be a moral person and the implication of this elucidation for moral education. The third part contains five chapters that deal with moral aspects of sex education and civic education. The fourth part consists of one chapter that looks at the moral education of students who will work in a pedagogical or educational environment, arguing that one's moral development requires a lifetime commitment. This book is written for a wide academic audience. The collection of chapters will be of interest to pedagogues, education scientists, moral psychologists, and both newcomers and experts in the field.\" --P [4] of cover.
Book
Is the implementation of Philosophy for children in primary school beneficial to the moral and civic education in Hong Kong?
As Philosophy for Children (P4C) is increasingly favored as an educational approach in other regions, the absence of P4C in traditional schools in Hong Kong raises controversy regarding its benefits for Hong Kong students. This paper investigates the potential of implementing P4C in Hong Kong by exploring the features of values education in Hong Kong primary schools. The study employs Stake's curriculum evaluation model for systematic evaluation and suggests that P4C helps bridge the gap between the Intended Curriculum and the Observed Curriculum in the Transactions and Outcomes aspect, addressing the shortcomings of Moral and Civic Education (MCE). This study discusses the possibility of using the P4C approach for values education by comparing P4C and MCE educational principles, pedagogies, and learning outcomes. The two share similarities, indicating the possibility of integrating P4C into values education.
Journal Article
Through the Wardrobe of character education: unveiling complexities in implementing the Narnian virtues curriculum
This article reflects on findings from a qualitative evaluation of the Narnian Virtues Character Education English Curriculum (NV) in the context of critical engagement with the field of character education. We recognise many people argue for or against character education based on ideological positions. This article will reflect on how those positions relate to our data, recognising in practice dominant neoliberal and deficit narratives influence the operationalising of the curriculum. It is then argued that character education has the potential to promote the wellbeing of young people where there exists robust conceptualisions of character and young people, whilst also making an overt effort to resist and challenge dominant ideologies.
Journal Article
Educating \good\ citizens in a globalising world for the twenty-first century
What is needed to be a 'good' citizen for the twenty-first century? And how can schools and curricula address this question? This book addresses these questions and what it means to be a 'good citizen' in the twenty-first century by exploring this concept in two different, but linked, countries. China is a major international power whose citizens are in the midst of a major social and economic transformation. Australia is transforming itself into an Asian entity in multiple ways and is influenced by its major trading partner - China. Yet both rely on their education systems to facilitate and guide this transformation as both countries search for 'good' citizens. The book explores the issue of what it means to be a 'good citizen' for the 21st century at the intersection between citizenship education and moral education. The issue of what constitutes a 'good citizen' is problematic in many countries and how both countries address this issue is vitally important to understanding how societies can function effectively in an increasingly interconnected world. The book contends that citizenship education and moral education in both countries overlap on the task of how to educate for a 'good citizen'. Three key questions are the focus of this book: 1. What is a 'good citizen' in a globalizing world? 2. How can 'good citizenship' be nurtured in schools? 3. What are the implications of the concept of 'good citizen' in education, particularly the school curriculum? [Publisher website, ed].
Book
An Autoethnography of Teaching Drama to Student Teachers in Hong Kong
Schools in Hong Kong are encouraged to engage students in learning activities to strengthen moral and values education. The use of fairy tales in drama teaching—in this case, Mr. Fox—is an approach to learning that can present opportunities to positively engage students in a range of issues, such as moral and value education. The aim of this research was to enhance moral and values education by taking an autoethnographic approach to exploring my experiences of using and adapting a Western fairy tale with local student teachers learning to teach drama as part of their Master of Education degree at a university in Hong Kong. The use of various narrative genres to engage in the process of self-dialogue emerged as an important source for developing understandings of teaching and learning. Through this reflective process, I gained insights into my own teaching and the challenges and benefits of using fairy tales and structured drama in moral and value education. This research also revealed that fairy tales, as cultural treasures passed down through generations, may hold immense value as a resource for personal enjoyment, drama teaching, and academic exploration.
Journal Article