Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhoodeducation.
Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in earlychildhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for earlychildhoodeducation.
This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as earlychildhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of (...) representatives of language that education calls for. In the final section of the paper I discuss the work of Lucy Sprague Mitchell, someone who developed an approach to language teaching that overlaps in interesting ways with Cavell’s approach in The Claim of Reason. (shrink)
An intensification of interest in earlychildhood by government, parents, and employers, focuses primarily on the provision of private earlychildhoodeducation services outside of the home. With a focus on New Zealand, the paper argues that the form of earlyeducation now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum (...) Te Whāriki (Ministry of Education, 1996). It argues that current earlychildhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of earlychildhoodeducation, with a particular focus on just institutions for children and families. (shrink)
Recent government attention to the coherence between earlychildhood and compulsory school curricula in Aotearoa/New Zealand has led to debates regarding the educational aims of different education sectors. Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings's Happiness and Education and the problem of an increased ‘measuring’ of earlychildhoodeducation aims and outcomes. It is argued that removal of seams between early (...) class='Hi'>childhood and primary education may lead to unhappiness in earlychildhoodeducation characterised by increasing standardisation and regulation and decreasing engagement with the aims of education—with, in Noddings's words, ‘aims-talk’. (shrink)
With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In EarlyChildhoodEducation and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding earlychildhood, (...)earlychildhood institutions and pedagogical work. The book places issues of earlychildhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of earlychildhoodeducation and care. (shrink)
Philosophy of EarlyChildhoodEducation: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning earlychildhoodeducation. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within earlychildhoodeducation. Provides a critical reflection on some current issues within earlychildhoodeducation Offers perspectives outside traditional narratives of (...) class='Hi'>earlychildhood Encourages the emergence of new paradigms for earlychildhoodeducation Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)
With increasing development in the field of earlychildhoodeducation and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles (...) and practices to those of others past and present. Traditionally, historical reflections and philosophical critiques can be dense and difficult for readers to access and so many students and practitioners remain unaware of the roots of their current practice. This book takes an innovative and accessible approach to the history and philosophy of earlychildhoodeducation. It gives sufficient, meaningful detail about individual educators and contributors to the field in order to help readers understand how contributions and developments in the past have created routes to present thinking and practice. So, the book offers five things: " An historical overview of the development of key ideas and practices in ECE from JJ Rousseau to the present time; " A series of biographical accounts of some 20 key contributors to the field, with summaries of their major achievements and key texts; " An exploration of ways in which their ideas compare through lively, imagined conversations based on their writings; " An analysis of ways in which certain common themes can be seen in both early writings and current practices; and " An illustration of how teachers can use these ideas in professional development activities in LEA and HE contexts. (shrink)
In this paper I develop an alternative to prevailing moral development assumptions in earlychildhoodeducation. Drawing on a Bakhtinian theoretical framework, theories of identity formation, and examples from my longitudinal research study of child-adult play, I reframe development as a lifelong process of coauthoring ethical identities that may begin in earlychildhood when adults join children in dramatic play.
What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing earlychildhood institution : what do we think it is? -- Constructing the earlychildhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation (...) : a practice for reflection and democracy -- Minority directions in the majority world : threats and possibilities. (shrink)
I argue that lying has many dimensions, hence, some putativecases of lying may not match our intuitions or acceptedmeanings of lying. The moral lesson we should teach must be that lying is not a simple principle or feature, buta cluster of features or spectrum of shades, where anythingin the spectrum or cluster is considered lying. I argue thatthe view regarding lying as a single principle or featurehas problematic meta-ethical implications. I do a meta-ethicalanalysis of the meaning of lying, (...) not only to indicatesuch problems, but also the need to teach the act ofrational discussion and meta-ethical analysis. I arguethat the process of meta-ethical analysis and rationaldiscussion should be part of moraleducation, in that itmay help to develop critical thought about the abilityand practice of making good and rational moral judgments. (shrink)
Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter (...) Nine: Critical implementation of The New Zealand Curriculum: building a knowledge democracy Bibliography Notes Index. (shrink)
In recent years there has been an increase in the number of calls for moraleducation to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moraleducation requires. Philosophical Discussion in MoralEducation develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the (...) teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry. (shrink)
Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moralaspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the (...) field of therapeutic education. The article is based on a small, qualitative empirical study of teachers? experiences of teaching LCE and observations of LCE lessons. The empirical material is analysed through two theoretical lenses, the first being critical aspects of therapeutic education, the second being an educational theory of the ethics of care, mainly developed by Nel Noddings. (shrink)
The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) (...) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)
Abstract For education to be moral enough, its goal is defined not as to help individuals to learn the life ideals of church or state (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) but to create moral individuals??people who are willing and able to treat each other as equals, and who are willing and able to feel compassion towards one another. Consideration is given to lessons from (...) psychotherapy about the potential of autonomous human individual development for programmes of social change, in order for these programmes to be carried out without government and education resorting to imposition of the life ideals presupposed by them. In conclusion recognition is given to a trend of ethical thought, revitalising the moral significance of responsiveness to the reality of other people, grounded in the virtue of care for particular people. Adding the virtues of care and compassion to the virtues of impartiality and fairness offers a much deeper understanding of the moral grounds of society in its communitarian aspects, as evidenced by Solidarity as the social movement of the early 1980s in Poland. (shrink)
Nel Noddings is arguably one of the premier philosophers of moraleducation in the English?speaking world today. Although she is outside the mainstream theory, research, and practice traditions of cognitive?developmentalism (the Kohlberg legacy) and of character education (which is in public ascendancy), her body of work is unrivalled for originality of insight, comprehensiveness and coherence. Whilst Carol Gilligan's In a different voice (1982) introduced the ethic of caring into academic and public discourse, it is Noddings ?who has (...) done most to outline a specific feminist position on moraleducation? (McClellan, 1999, p. 104), and whose influence extends to educational practice. This essay explicates Noddings's vision in sufficient depth to make the foregoing claims credible. Thematic focus is given to her attention to the ethical self or ethical ideal. The paper also examines Noddings's perspective on character education and the need to incorporate a morality of evil into any serious educational philosophy or practice. It is less a critical appraisal of that vision and perspective than an invitation to others to more fully engage with Noddings's writings.1. (shrink)
This study examines early Chinese moraleducation?its curriculum, objectives and the philosophical assumptions underlying them?in its classical Confucian expression. It analyzes early Confucian debates on moral psychology, the Confucian moral curriculum consisting of model emulation, cultural practices and canonical instruction, and the methods and aims of Confucian statecraft. The study reveals how ancient Confucians integrated these components into a coherent discourse on moraleducation and its implementation for the related purposes of cultivating (...) virtuous people and benevolent rulers. It explains why different early Confucians argued that ?nature? and ?nurture? must interrelate suitably not only for people to develop morally and prosper collectively, but also to moderate the ruler?s power by subjecting it to alternative sources of authority. This examination demonstrates that, contrary to modern criticisms of traditional Confucian culture and unlike contemporary uses of moraleducation in China, classical Confucian moraleducation was understood to serve aims quite different from either bolstering an autocracy or political indoctrination. (shrink)
Abstract The view that links a subjectivist view in ethics to an open approach to moraleducation is challenged, as well as the converse view that an objectivist ethical view entails a conformist approach. An objectivist analysis involves recognizing the possibility of error or moral misjudgement, while a subjectivist analysis is consistent with strong conviction. It does not follow from the fact that there are different ideas about right and wrong that anyone should view them all (...) impartially. And a liberal theory of moraleducation need not be morally neutral. Attempts to define a liberal view by distinguishing procedures of moral reasoning from substantive moral positions have not been successful. Liberalism is a moral point of view involving commitment to certain principles. (shrink)
In this article, the complexity or possible confusion in public attitudes to ethical issues is explored. The characteristics of the ?Soviet person? as once instilled in schoolchildren are listed and elucidated. Results of nationwide surveys of the Russian population carried out most recently in 2004 are used to illustrate the values that Russian people subscribe to today. The mass media, the world of business and the Church are seen as promulgating conflicting values, while a large majority of the population (...) appear to believe that the State should intervene in moraleducation by laying down principles to be observed. The situation is fluid, in that attitudes are changing, but continuity with earlier Russian or Soviet viewpoints can often be detected. There is evidence that educators are resisting both the business ethic and the licentiousness of the mass media. Society has not yet reconciled traditional Russian community spirit with the spirit of enterprise. (shrink)
This article raises a number of interrelated issues. It first considers the need for a disability-aware education for everyone, including post-school leavers. This has both structural and curricular implications. At the structural level, it is argued that if we are to move towards a more ethical educational system, institutional discrimination must be dismantled. At the curricular level, the notion of a "culture of resistance", with distinctive moral characteristics, is explored. The article next considers the moral (...) class='Hi'>education of disabled people, covering such issues as recognition of alternative perspectives, building on life-experience and the development of self-confidence and self-esteem. In conclusion, it is suggested that a moraleducation in an ethical system would integrate universalising understandings of the principle of justice, and its application, with the development of contextual thought which can take account of the value and uniqueness of individuals and the particularity of their educational needs. (shrink)
The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contributors present theoretical models and practical examples of what situated ethics involves in conducting research on specific areas.
This book reads Milton’s Paradise Lost as a poem that seeks to educate its readers by narrating the education of its main characters. Many of Milton’s characters enter the action in late adolescence, newly independent and eager to test themselves, to discover who they are and their place in the world. The poem charts their progress into moral adulthood. Taking as its premise that attention to the moral development of the poem’s main characters will open the poem (...) to most undergraduate readers, this book explores both the pedagogical activity within Paradise Lost and the pedagogical activity that the poem encourages. (shrink)
While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in earlychildhoodeducation has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of earlychildhoodeducation as well as female teachers. Male teachers could provide support for children as nurturing adults. It is (...) critical to improve the perceptions about gender?related issues in the profession of earlychildhoodeducation. This study aimed to explore the perceptions and thoughts of male students. Five main categories were identified: attitudes towards male teacher identity; the advantages and disadvantages of being a male teacher; the future positions of male teachers and their future plans related to their job. The main issue was the identification and perception of earlychildhood teaching as ?women?s work? (shrink)
This article presents a case study of successful research capacity building in the field of earlychildhoodeducation in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Deleuze.
A professor’s experience of attending the 17th annual Reconceptualizing EarlyChildhoodEducation (RECE) Conference on pedagogies of hope demonstrates her desire to experiment on an immanent plane. As she looks back on her past experiences of depression, working in a revolutionary psychiatric clinic, experiencing a near catatonic state, and an action research study of women in earlychildhoodeducation at the precipice of an immanent plane, the reader is led on their own journey to (...) consider deeply the differences between transcendence and immanence. In the end, the author’s story of returning from a catatonic state through bodily movements and triumph in human relationships and connections demonstrates how one moves out of his or her own disconnection between mind and body. Further, the meaning in the experiences of the action research project - the phenomenon - occurs when a misrepresented group of earlychildhood workers discovers their own power and voice in overcoming transcended expertise. They rise in immanence like the Humpty Dumpties that needed to exchange and word their new agency, connecting in a worldwide rhizome (image of thought). Finally, the reconceptualists in earlychildhoodeducation are asked to take in these experiences and play with them in order to resist transcendence and to determine their own outcome as an organization. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition May 2012. (shrink)
No estudo de Philippe Ariès observou-se que a partir do século XVII, houve uma crescente ênfase na instituição escolar que propunha a substituição da família, por profissionais da educação, no ensino dedicado à criança, que de depreciada, começava a receber destaque e se tornava figura central na família. A criança de filho passou a ser intuída como aluno e percebida como criança-aluno. Nesse contexto, Comenius, Pai da Pedagogia Moderna, um apologista da instituição escolar, ao propor sua organização escolar, inicia pela (...) escola materna e denomina-a de “escola da infância”, o que demonstra claro entendimento, de que o espaço familiar era uma das classes escolares essenciais em sua proposta de reformar e organizar a instituição escolar, uma vez que, dela dependeria todas as demais classes. Aos pais-professores era indispensável prover manuais para que soubessem ensinar a criança-aluno. No atendimento dessa demanda é que Comenius escreveu suas obras pedagógicas, dentre elas, A escola da infância , que delimita o presente artigo e, que por sua vez pretende identificar os conteúdos da educação religiosa cristã, a serem ensinados às crianças de zero a seis anos. Palavras-chave : Educação religiosa cristã. Pais-professores. Educação da primeira infância. John Amos Comenius. Família. Escola.According the study by Philippe Ariès it was noticed that from the XVII century on there was a growing emphasis in the kind of school institution that proposed the substitution of the family for professionals of the education. The child ceases to be depreciated and starts being valued, becoming the central figure within family. The son also came to be intuited as a student and perceived as a child-student. In this context, while proposing his school organization, Comenius, Father of the Modern Pedagogy, an apologist of the school institution, begins from the motherly school. named by him of “school of the childhood”, which demonstrates clear understanding that familiar space was one of the school essential classes in its proposal of reforming and organizing the school institution. In order to attend such demand, Comenius wrote some pedagogic works, among them "The school of the childhood", that delimits the present article and intends to identify the contents of the religious Christian education to be taught to children from birth to six years old. Keywords : Religious Christian education. Parents-teachers. Education of the earlychildhood. John Amos Comenius. Family. School. (shrink)
This research examines the relationships between education in business ethics, Reynolds’s (J Appl Psychol 93:1027–1041, 2008) “moral attentiveness” construct, or the extent to which individuals chronically perceive and reflect on morality and moral elements in their experiences, and Singhapakdi et al.’s (J Bus Ethics 15:1131–1140, 1996) measure of perceptions of the role of ethics and social responsibility (PRESOR). Education in business ethics was found to be positively associated with the two identified factors of moral attentiveness, (...) “reflective” and “perceptual” moral attentiveness, and with the PRESOR “stakeholder view” factor. Also, reflective moral attentiveness was found to act as a mediator in the relationship between education in business ethics and the PRESOR stakeholder view factor. Evidence of gender and social desirability bias effects was also found. The implications of these relationships and social cognitive theory for improved understanding of the mechanisms by which a variety of variables have their effects on PRESOR in business are discussed. (shrink)
Summary The author of the paper studies the ethical views of Matthias Bel expressed in his Preface to Johann Arndt's treatise and in Davidian-Solomonian Ethics, which contain a critique of false Christianity and ancient (especially Aristotle's) ethics. Bel refuses any philosophical ethics based on human nature, since man, in his very essence, is sinful and vicious. This leads to the general moral downfall of the young and mankind. He only recognises ethics whose source and the highest good is (...) God. He accepts ancient ethics as long as it is useful for achieving Christian moral values. Bel was a vociferous critic of the morality of the time; he adopted a highly negative stance towards the Jews and Gypsies living in the then Historical Hungary. The author considers Matthias Bel a confident, or enthusiastic, Pietist in the early period of his life and work; later, he rates him as a moderate Pietist. (shrink)
In the article, we analyse ethical and moral issues of public administration in region of Eastern Slovakia through some cases of the last years. We focused on self-governing regions, namely the Košice and Prešov self-governing regions. We identified two fundamental situations where failures on the side of public administrators occur: selection processes for vacant positions, be it directly in public administration or institutions that fall under its domain, and public procurement with regard to the acquisition of goods and (...) services. The year 2009 was the year of elections to self-governing regions which is why a great number of negative cases dealt with the election campaign. Further, we stated that negative cases dealt with failures of bodies of self-governing regions from both the legal (breaking the law) and moral viewpoint. By claiming that public administrators failed morally, we meant breaking moral norms and rules. Contradictions, which were identified (from the ethical viewpoint), predominantly result from the conflict between public and private interests. In many cases, private interests of public administrators are preferred at the expense of public interests. And it is exactly this preference (a conflict of interests) that is sensitively perceived by the public. (shrink)
Abstract One of the seminal works in the history of educational thought is Rousseau's Emile. This article seeks to examine Rousseau's advocacy of a secular approach to morality and its particular implications for the moraleducation of the young Emile. A keyword in Rousseau's thinking is nature and an attempt is made to examine critically the naturalistic ethics from which so many of his moral prescriptions were derived. It then proceeds to outline some of the central (...) class='Hi'>aspects of his recommendations for the moraleducation of Emile and incorporates his reflections upon home life, habit?training, punishment, the importance of reason, needs and the value of history as a moral educator. The remainder of the article seeks to show the influence of Rousseau's ideas upon the secularization of moraleducation, a process which began just after the French Revolution, gathered momentum in the nineteenth century (particularly with the triumph of republicanism and the added impetus given by the influential writings of Durkheim), and saw its full fruition in French schools in the early part of the twentieth century. (shrink)