Journal of Moral Education 24 (4):409-426 (1995)
|Abstract||Abstract The structure of value education in Flanders is deeply shaped by segregation, i.e. a pattern of separate social organisation based on world view. Several religious authorities are officially recognized which control their own course in the community and official schools. A course of non?denominational ethics is offered to students who do not identify with a recognized religion. Representatives of the catholic and of the humanist groups base the legitimacy of separate value education on the claim that students of respectively the Roman Catholic and the ethics course reflect the sociomoral diversity in the wider population. A newly devised Dutch adaptation of the DIT and a questionnaire were administered to 631 secondary school students from the highest two grades. It was found that either (1) values education in the Flemish schools has no or very little effect on the students as far as moral reasoning is concerned, or (2) that values education in the Flemish schools does have an effect on the moral reasoning skills of the students, but that the respective populations of the courses are not influenced in an appreciably different way|
|Keywords||No keywords specified (fix it)|
|Through your library||Configure|
Similar books and articles
Karin Høst, Daniel Brugman, Louis Tavecchio & Leo Beem (1998). Students' Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere. Journal of Moral Education 27 (1):47-70.
Paul L. van der Plas (1985). Moral Education in Holland. Journal of Moral Education 14 (2):111-119.
Michael Hornsby‐Smith & Margaret Petit (1975). Social, Moral and Religious Attitudes of Secondary School Students. Journal of Moral Education 4 (3):261-272.
Thomas N. Barone * (2004). Moral Dimensions of Teacher‐Student Interactions in Malaysian Secondary Schools. Journal of Moral Education 33 (2):179-196.
Jaap Van Praag (1979). Moral Education in the Netherlands. Journal of Moral Education 8 (3):202-205.
Zehavit Gross (forthcoming). The Attitudes of Israeli Arab and Jewish High School Students Towards Extrinsic and Intrinsic Values. Journal of Moral Education:1-14.
Leslie J. Francis & John E. Greer (1992). Measuring Christian Moral Values Among Catholic and Protestant Adolescents in Northern Ireland. Journal of Moral Education 21 (1):59-65.
Elisabeth Arweck, Eleanor Nesbitt & Robert Jackson (2005). Common Values for the Common School? Using Two Values Education Programmes to Promote 'Spiritual and Moral Development'. Journal of Moral Education 34 (3):325-342.
K. E. Bugge (1988). Moral Education in Denmark: Problems and Possibilities. Journal of Moral Education 17 (1):61-70.
Luc Devuyst (1983). Moral Education in Belgium. Journal of Moral Education 12 (1):51-55.
Tan Tai Wei * & Chew Lee Chin (2004). Moral and Citizenship Education as Statecraft in Singapore: A Curriculum Critique. Journal of Moral Education 33 (4):597-606.
Linda A. Kidwell & Roland E. Kidwell, Ethical Beliefs in the Catholic Business School: The Impact of Catholic Social Teaching on Classroom Reality.
Langha de Mey & Hans‐J. Schulze (1996). Indoctrination and Moral Reasoning: A Comparison Between Dutch and East German Students. Journal of Moral Education 25 (3):309-323.
O. Adamolekun & I. R. Boyinbode (1986). Prospects for Effective Sex Education in Nigerian Secondary Schools. Journal of Moral Education 15 (3):229-235.
Sorry, there are not enough data points to plot this chart.
Added to index2010-09-02
Recent downloads (6 months)0
How can I increase my downloads?