Search results for 'Early childhood education Moral and ethical aspects' (try it on Scholar)

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  1. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 2243.0
    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 childhood education.
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  2. Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.score: 2075.0
     
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  3. Johan Dahlbeck (2014). On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education. Studies in Philosophy and Education 33 (5):527-544.score: 1176.0
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so (...)
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  4. Brian Edmiston (2010). Playing with Children, Answering with Our Lives: A Bakhtinian Approach to Coauthoring Ethical Identities in Early Childhood. British Journal of Educational Studies 58 (2):197 - 211.score: 1087.5
    In this paper I develop an alternative to prevailing moral development assumptions in early childhood education. 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 early childhood when adults join children in dramatic play.
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  5. J. Arlebrink (1997). The Moral Roots of Prenatal Diagnosis. Ethical Aspects of the Early Introduction and Presentation of Prenatal Diagnosis in Sweden. Journal of Medical Ethics 23 (4):260-261.score: 984.0
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  6. Janez Krek (forthcoming). Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy. Studies in Philosophy and Education:1-21.score: 876.0
    We establish the thesis that in moral education, particularly in the first years of the child’s development, unreflexive acts or unreflexiveness in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of unreflexiveness we refer to resolvedness in the response of adults when it is necessary to establish a limit, or cut, in the child’s demand for (...)
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  7. Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.score: 788.0
    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 early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  8. Adam Niemczynski (1996). Moral Education is Not Good Enough Because Education is Not Moral Enough. Journal of Moral Education 25 (1):111-116.score: 735.0
    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 (...)
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  9. Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.score: 728.3
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood 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 (...)
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  10. Jeff Frank (2012). The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW] Studies in Philosophy and Education 31 (4):327-338.score: 692.0
    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 early childhood 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 (...)
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  11. Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.score: 687.0
    An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education 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 (...)
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  12. Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.score: 684.0
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  13. Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.score: 684.0
    With increasing development in the field of early childhood education 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 (...)
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  14. Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.score: 684.0
    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 Early Childhood Education 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 early childhood, (...)
     
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  15. Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..score: 684.0
    Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. 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 early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of (...) childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)
     
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  16. Vasil Gluchman (2013). Pious Aspects in the Ethical and Moral Views of Matthias Bel. History of European Ideas 39 (6):776-790.score: 648.0
    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 (...)
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  17. Leon Benade (2012). From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform. Continuum.score: 644.0
    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 (...)
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  18. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.score: 632.0
     
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  19. Beverley H. Johns (2008). Ethical Dilemmas in Education: Standing Up for Honesty and Integrity. Rowman & Littlefield Education.score: 632.0
  20. Lars-Eric Nilsson (2008). "But Can't You See They Are Lying": Student Moral Positions and Ethical Practices in the Wake of Technological Change. Distribution, Acta Universitatis Gothoburgensis.score: 632.0
     
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  21. Sara Irisdotter Aldenmyr (2012). Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education. Journal of Moral Education 41 (1):23-37.score: 608.0
    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 moral aspects 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 (...)
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  22. Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.score: 601.5
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  23. Genevieve Vaughan & Eila Estola (2007). The Gift Paradigm in Early Childhood Education. Educational Philosophy and Theory 39 (3):246–263.score: 601.5
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  24. Samson Oladiran Davis (1998). An Introduction to Nigeria's Philosophy of Early Childhood Education. Goal Educational Pub..score: 598.5
     
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  25. Olivia N. Saracho (2013). Bernard Spodek, Early Childhood Education Scholar, Researcher, and Teacher. Information Age Pub., Inc..score: 598.5
     
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  26. Polycarp Ikuenobe (2002). The Meta-Ethical Issue of the Nature of Lying: Implications for Moral Education. Studies in Philosophy and Education 21 (1):37-63.score: 597.0
    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, (...)
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  27. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 588.0
    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) (...)
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  28. Gertrud Nunner-Winkler (2007). Development of Moral Motivation From Childhood to Early Adulthood. Journal of Moral Education 36 (4):399-414.score: 588.0
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  29. G. John (1981). The Moral Education of Emile. Journal of Moral Education 11 (1):18-31.score: 565.0
    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 moral education 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 (...) of his recommendations for the moral education 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 moral education, 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)
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  30. Tim Sprod (2001). Philosophical Discussion in Moral Education: The Community of Ethical Inquiry. Routledge.score: 558.0
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education 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 (...)
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  31. Roger Bergman * (2004). Caring for the Ethical Ideal: Nel Noddings on Moral Education. Journal of Moral Education 33 (2):149-162.score: 522.0
    Nel Noddings is arguably one of the premier philosophers of moral education 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 (...)
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  32. Judson B. Murray (2012). Educating Human Nature: 'Nature' and 'Nurture' in Early Confucian Moral Education. Journal of Moral Education 41 (4):509-527.score: 522.0
    This study examines early Chinese moral education?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 moral education and its implementation for the related purposes of cultivating (...)
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  33. Brenda Cohen (1983). Ethical Objectivity and Moral Education. Journal of Moral Education 12 (2):131-136.score: 522.0
    Abstract The view that links a subjectivist view in ethics to an open approach to moral education 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 (...)
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  34. Grigory Kliucharev & James Muckle (2005). Ethical Values in Russian Education Today: A Moral Maze. Journal of Moral Education 34 (4):465-477.score: 522.0
    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 (...)
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  35. Mal Leicester (2001). A Moral Education in an Ethical System. Journal of Moral Education 30 (3):251-260.score: 522.0
    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 (...) 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 moral education 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)
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  36. Jukka Husu & Kirsi Tirri (2001). Teachers' Ethical Choices in Sociomoral Settings. Journal of Moral Education 30 (4):361-375.score: 517.5
    This article discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers (N = 26). Ethical dilemmas are investigated in the theoretical framework of moral relevance and moral conflict (Wallace 1988). Professional ethics challenges teachers to collaborate with colleagues and parents. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and cultural conflicts in the community. The method used in the study is a relational (...)
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  37. Jennifer Sumsion (2011). Capacity Building in Early Childhood Education Research in a Regional Australian University. British Journal of Educational Studies 59 (3):265 - 284.score: 516.0
    This article presents a case study of successful research capacity building in the field of early childhood education 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.
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  38. Sakire Anliak & Derya Sahin Beyazkurk (2008). Career Perspectives of Male Students in Early Childhood Education. Educational Studies 34 (4):309-317.score: 516.0
    While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education 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 early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is (...)
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  39. Liane Mozère (2013). Is Experimenting on an Immanent Level Possible in RECE (Reconceptualizing Early Childhood Education)? Indo-Pacific Journal of Phenomenology 12 (1).score: 513.0
    A professor’s experience of attending the 17th annual Reconceptualizing Early Childhood Education (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 early childhood education at the precipice of an immanent plane, the reader is led on their own journey to (...)
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  40. Peter J. Arnold (1997). Sports, Ethics and Education. Cassell.score: 512.0
  41. William W. May (ed.) (1998). Ethics and Higher Education. Oryx Press.score: 512.0
     
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  42. Anna Strhan (2012). Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility. Wiley.score: 512.0
     
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  43. Liz C. Wang & Lisa Calvano (forthcoming). Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment. Journal of Business Ethics.score: 510.0
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  44. Edson Pereira Lopes (2013). Educação religiosa da primeira infância na perspectiva de João Amós Comenius (Early childhood religious cristhian education in the perspective of Comenius) - DOI: DOI – 10.5752/P.2175-5841.2013v11n31p1106. [REVIEW] Horizonte 11 (31):1106-1128.score: 504.0
    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 (...)
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  45. Robert G. Burgess (ed.) (1989). The Ethics of Educational Research. Falmer Press.score: 496.0
    Ethics and Educational Research: An Introduction Robert G. Burgess Ethical questions are the subject of interdisciplinary discussions and debates. ...
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  46. Helen Simons & Robin Usher (eds.) (2000). Situated Ethics in Educational Research. Routledge.score: 496.0
    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.
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  47. Chryssoula Lemonidou, Elizabeth Papathanassoglou, Margarita Giannakopoulou, Elisabeth Patiraki & Danai Papadatou (2004). Moral Professional Personhood: Ethical Reflections During Initial Clinical Encounters in Nursing Education. Nursing Ethics 11 (2):122-137.score: 489.0
    Moral agency is an important constituent of the nursing role. We explored issues of ethical development in Greek nursing students during clinical practice at the beginning of their studies. Specifically, we aimed to explore students’ lived experience of ethics, and their perceptions and understanding of encountered ethical conflicts through phenomenological analysis of written narratives. The process of developing an awareness of personal values through empathizing with patients was identified as the core theme of the students’ experience. Six (...)
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  48. Darcia Narvaez (2012). Moral Neuroeducation From Early Life Through the Lifespan. Neuroethics 5 (2):145-157.score: 484.0
    Personality and social development begins before birth in the communication among mother, child and environment, during sensitive periods when the child’s brain and body are plastic and epigenetically co-constructed. Triune ethics theory postulates three evolved, neurobiologically-based ethics fostered by early life experience. The security ethic is self-protective. The engagement ethic is relationally attuned. The imagination ethic can abstract from the present moment and imagine alternatives. Climates and cultures can foster one or another ethic. Ancestral environments were more conducive to (...)
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  49. Joe Winston (2005). Between the Aesthetic and the Ethical: Analysing the Tension at the Heart of Theatre in Education. Journal of Moral Education 34 (3):309-323.score: 480.0
    Theatre in Education is a recognized form for exploring ethical issues in schools. Although the relationship between functional, didactic objectives and theatre artistry is recognized as complex and difficult, there has been little analytical work to elucidate its nature. This article takes the form of a case study intended to illuminate this tension by analysing a play that toured recently in secondary schools in Birmingham, UK. It concentrates on two aspects of this particular performance: its transgressive elements (...)
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  50. Abraham Magendzo Kolstrein (2011). Why Are We Involved in Human Rights and Moral Education? Educators as Constructors of Our Own History. Journal of Moral Education 40 (3):289-297.score: 480.0
    My professional interest originally focused on curriculum planning and development, but for the last 30 years I have been researching, publishing and teaching in the field of human rights education. Suddenly, I became a human rights educator. Suddenly? No, nothing in our personal and professional life is the result of an abrupt occurrence. We are subjects of a particular history, a succession of events and narratives, located in time, space and circumstances. I constructed myself, consciously or unconsciously, as a (...)
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