Search results for 'Education Political aspects' (try it on Scholar)

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  1.  85
    Harry Brighouse (2009). Moral and Political Aspects of Education. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press
  2.  3
    Rerlen Ricardo Silva Paglia & Pillotto (2015). Projeto político-pedagógico: possíveis articulações com aspectos culturais locais e educação do campo // Pedagogical political project: possible joints with cultural and local aspects and education of the field. Conjectura: Filosofia E Educação 21 (1):126-143.
    O presente artigo é fruto de uma pesquisa realizada no Programa de Pós-Graduação – Mestrado em Educação e de uma demanda da Escola Agrícola Municipal Carlos Heins Funke, que temos atuado em projetos de extensão desde 2014. A referida Escola tem se preocupado em ressignificar seu Projeto Político Pedagógico – PPP, tentando articular aspectos culturais locais ao currículo, sobretudo, em suas práticas. Desta forma, a pesquisa centrou seus estudos e ações educativas/investigativas nas seguintes indagações: como realizar ações a partir das (...)
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  3.  12
    Patricia White (1983). Beyond Domination: An Essay in the Political Philosophy of Education. Routledge & Kegan Paul.
    Introduction A book with this title, dealing as it does with the political machinery and political education appropriate to a democratic society, ...
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  4.  8
    Elizabeth Frazer (2006). Iris Marion Young and Political Education. Educational Philosophy and Theory 38 (1):39–55.
    This paper will focus on Young's theories of heterogeneity, as they have developed from the essays in Throwing Like a Girl to those in Inclusion and Democracy . Reading her theories of heterogeneity together with recent developments in political theory which seek to reclaim the agonistic and frictional aspects of polity and political democracy, the paper will argue that attempts to promote ‘citizenship education’ are less pressing than attempts to develop and promote political education.
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  5.  9
    Rosario Jaramillo & José A. Mesa (2009). Citizenship Education as a Response to Colombia's Social and Political Context. Journal of Moral Education 38 (4):467-487.
    In response to the difficult social, economic and political problems that Colombia faces, such as inequality, discrimination, weak civil society—fuelled by illegality and drug trafficking—the Colombian Ministry of Education has embarked on an ambitious citizenship education program, with the hope of strengthening the role of education by establishing alternative solutions. This innovative program attempts to counteract Colombians' recourse to violence as a means of solving the country's endemic problems by developing the competencies of students, teachers and (...)
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  6.  5
    David Gooderham (1994). Towards Discourse in the Public Domain: Adolescent Fictions in Moral and Political Education. Journal of Moral Education 23 (4):439-450.
    Abstract The article argues the value of contemporary adolescent fictions in Moral Education, on grounds not of content but of their treatments of moral and political issues. Two contrasting models, based on the literary concepts of ?realistic? and ?modern? forms of narrative, are used to highlight the stylistic and structural distinctiveness of these contemporary texts??and to make clear their appropriateness for a Moral Education which involves not only induction into public life, but also into the discourse of (...)
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  7. Aaron Schutz & Marie G. Sandy (2015). Friendship and the Public Stage: Revisiting Hannah Arendt's Resistance to “Political Education”. Educational Theory 65 (1):21-38.
    Hannah Arendt's essays about the 1957 crisis over efforts of a group of youth, the “Little Rock Nine,” to desegregate a high school in Little Rock, Arkansas, reveal a tension in her vision of the “public.” In this article Aaron Schutz and Marie Sandy look closely at the experiences of the youth desegregating the school, especially those of Elizabeth Eckford, drawing upon them to trace a continuum of forms of public engagement in Arendt's work. This ranges from arenas of “deliberative (...)
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  8.  15
    Neil Burtonwood (2006). Cultural Diversity, Liberal Pluralism and Schools: Isaiah Berlin and Education. Routledge.
    Culturally diverse liberal democracies on both sides of the Atlantic are currently faced with serious questions about the education of their future citizens. What is the balance between the need for social cohesion, and at the same time dealing justly with the demands for exemptions and accommodations from cultural and religious minorities? In contemporary Britain, the importance of this question has been recently highlighted by the concern to develop political and educational strategies capable of countering the influence of (...)
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  9. Val Gillies & Helen Lucey (eds.) (2007). Power, Knowledge and the Academy: The Institutional is Political. Palgrave Macmillan.
    Power is everywhere. But what is it and how does it infuse personal and institutional relationships in higher education? Power, Knowledge and the Academy: The Institutional is Political takes a close-up and critical look at both the elusive and blatant workings and consequences of power in a range of everyday sites in universities. Chapters focus on specific locations in which power shapes personal and institutional knowledge including student-supervisor relationships, research teams, networking, the Research Assessment Exercise in the UK, (...)
     
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  10.  11
    Henry A. Giroux (2005). Border Crossings: Cultural Workers and the Politics of Education. Routledge.
    Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. In this revised (...)
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  11. M. P. Mncwabe (1989). Teacher Neutrality and Education in Crisis: The Black Teacher's Dilemma in South Africa. Skotaville Educational Division.
     
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  12.  26
    Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.
    In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. Each section focuses on an important theme: “Autocratic and Democratic Forms of Education;” “Dissenting Traditions in Education;” “The Politics of Culture;” “The Politics of Gender;” and “Education and Human Rights.” This edition features a special emphasis on human rights education. Spring advocates a legally (...)
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  13.  21
    John D. Holst (2009). The Revolutionary Party in Gramsci's Pre-Prison Educational and Political Theory and Practice. Educational Philosophy and Theory 41 (6):622-639.
    While most of Gramsci's party work is well known to education scholars of Gramsci, and the educational aspects of his writings have been repeatedly analyzed, what remains a constant in education-based Gramsci studies is the nearly universal minimization of this work for what it was, namely party work. For Gramsci, it would have been unthinkable to consider this work outside the framework of a revolutionary party. Yet, for contemporary educational scholars it seems unthinkable to consider Gramsci's work (...)
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  14.  5
    David Stevens (2014). Creating Greener Citizens: Political Liberalism and a Robust Environmental Education. Studies in Philosophy and Education 33 (5):545-562.
    Proponents of environmentalist views often urge the teaching of such views and the inculcation of ‘green’ values within the educational curriculum of schools as a key component of achieving their ends. It might seem that modern versions of political morality that refuse to take a stance on controversial questions—religious, ethical, philosophical—or eschew appeal to perfectionist doctrines, such as Rawlsian political liberalism, are beset by a particularly acute difficulty in this regard. To the extent that environmentalist views embody claims (...)
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  15.  22
    G. N. Kitching (2008). The Trouble with Theory: The Educational Costs of Postmodernism. Pennsylvania State University Press.
    "A critique of postmodernism and poststructuralism and an examination of their impact on higher education.
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  16. Michael W. Apple & Linda K. Christian-Smith (eds.) (1991). The Politics of the Textbook. Routledge.
    The Politics of the Texbook analyzes the factors that shape production, distribution and reception of school texts through original essays which emphasize the double-edged quality of textbooks. Textbooks are viewed as systems of moral regulation in the struggle of powerful groups to build political and cultural accord. They are also regarded as the site of popular resistance around discloding the interest underlying schoolknowledge and incorporating alternative traditions.
     
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  17.  6
    Cary Nelson (2010). No University is an Island: Saving Academic Freedom. New York University Press.
    Peppered throughout with previously unreported, and sometimes incendiary, higher education anecdotes, Nelson is at his flame-throwing best.The book calls on ...
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  18. Carlos Bauer (2008). Introdução Crítica Ao Humanismo Dialógico de Paulo Freire. José Luís E Rosa Sundermann.
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  19. Elisabeth Meilhammer (2008). Neutralität Als Bildungstheoretisches Problem: Von der Meinungsabstinenz Zur Meinungsgerechtigkeit. Schöningh.
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  20. Daniel Tröhler (2006). Republikanismus Und Pädagogik: Pestalozzi Im Historischen Kontext. Klinkhardt.
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  21.  9
    John Halliday (1999). Political Liberalism and Citizenship Education: Towards Curriculum Reform. British Journal of Educational Studies 47 (1):43 - 55.
    This paper is concerned with Rawls's (1993) account of an overlapping consensus and recent proposals to introduce citizenship education in parts of the UK. It is argued that both Rawls and the proposals mistake the significance and nature of such a consensus. Partly as a result of this mistake the proposals are insufficiently radical.
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  22.  2
    David P. Ericson (1991). Humanization, Democracy, and Political Education. Studies in Philosophy and Education 11 (1):31-43.
  23.  7
    Ian Hardy (2012). The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge.
    Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, ...
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  24.  5
    David L. Kirp (2007). The Sandbox Investment: The Preschool Movement and Kids-First Politics. Harvard University Press.
    Introduction : before school -- Small miracles -- Life way after preschool -- The futures market -- The imprimatur of science -- Who cares for the children? -- Jump-starting a movement -- The politics of the un-dramatic -- English lessons -- Kids-first politics.
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  25. Eamonn Callan (2004). Creating Citizens: Political Education and Liberal Democracy. OUP Oxford.
    This timely and important book presents a compelling new theory of political education for liberal democracies. Amidst current concern over the need to encourage a morally sensitive and committed citizenry, Professor Callan's study provides a much-needed balanced discussion of the proper ends of education, as well as the moral rights of parents and children.
     
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  26.  1
    Carmen Gloria Jarpa (2015). Education political function in Antonio Gramsci. Cinta de Moebio 53:124-134.
    This article proposes that education, according to Antonio Gramsci, is a political act. To support our thesis, first we review the concepts hegemony, organic intellectual and historic bloc. In a second level, we use those concepts to understand education. In a third level we present a proposal for a functional political and ethical approach of education in current society. La tesis del artículo es que la educación en el pensamiento de Antonio Gramsci constituye un acto (...)
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  27.  5
    Maija Lanas & Michalinos Zembylas (2015). Towards a Transformational Political Concept of Love in Critical Education. Studies in Philosophy and Education 34 (1):31-44.
    This paper makes a case for love as a powerful force for ‘transforming power’ in our educational institutions and everyday lives, and proposes that ‘revolutionary love’ serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current conceptualizations of love in critical education and identifies the potential for further theorization of the concept of love. It continues by theorizing love as a transformational political concept, focusing on (...)
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  28.  2
    A. K. Bierman (1973). Philosophy for a New Generation. New York,Macmillan.
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  29. Hugh Sockett (2011). Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. Routledge.
    The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (...)
     
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  30. Anna Strhan (2012). Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility. Wiley.
    _Levinas, Subjectivity, Education_ explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility. Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education Offers a clear analysis of Levinas’s central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists Examines Alain Badiou’s (...)
     
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  31.  13
    Benedetto Lepori & Andrea Bonaccorsi (2013). The Socio-Political Construction of a European Census of Higher Education Institutions: Design, Methodological and Comparability Issues. Minerva 51 (3):271-293.
    This paper reports on an experiment concerning the social construction of statistical definitions, where the first census of Higher Education Institutions in Europe has been developed. It conceptualizes the construction of indicators as a social process of definitions and boundaries’ negotiation, involving value judgments, social and political opinions, as well as practical interests and power strategies of actors. The paper exemplifies this process on three issues, namely the social demand for establishing a census, the controversy concerning the definition (...)
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  32.  12
    Tony DeCesare (2014). Theorizing Democratic Education From a Senian Perspective. Studies in Philosophy and Education 33 (2):149-170.
    Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen’s recent work and understanding how it informs his CA; and, second, by carefully drawing out the implications of these aspects of Sen’s thinking (...)
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  33.  11
    Paul Franco & Leslie Marsh (eds.) (2012). A Companion to Michael Oakeshott. Penn State.
    Michael Oakeshott has long been recognized as one of the most important political philosophers of the twentieth century, but until now no single volume has been able to examine all the facets of his wide-ranging philosophy with sufficient depth, expertise, and authority. The essays collected here cover all aspects of Oakeshott’s thought, from his theory of knowledge and philosophies of history, religion, art, and education to his reflections on morality, politics, and law. The volume provides an authoritative (...)
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  34.  38
    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.
    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 field (...)
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  35.  7
    Stephen M. Engel (2007). Political Education in/as the Practice of Freedom: A Paradoxical Defence From the Perspective of Michael Oakeshott. Journal of Philosophy of Education 41 (3):325–349.
    Creating education systems that promote democratic sustainability has been the concern of political thinkers as diverse as J. S. Mill, Dewey, Benjamin Barber and Derek Bok. The classic dichotomisation of democratic theory between deliberative democrats and Schumpeterian democrats suggests that education in the service of democracy can be constructive—that is, provide a student with the skills necessary to elect her leaders without changing her nature—or reconstructive—that is, fundamentally and radically reshape the student to produce a citizen whose (...)
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  36.  8
    Lawrence Blum (2013). Political Identity and Moral Education: A Response to Jonathan Haidt's The Righteous Mind. Journal of Moral Education 42 (3):298-315.
    In The Righteous Mind, Jonathan Haidt claims that liberals have a narrower moral outlook than conservatives?they are concerned with fairness and relief of suffering, which Haidt sees as individualistic values, while conservatives care about authority and loyalty too, values concerned with holding society together. I question Haidt?s methodology, which does not permit liberals to express concerns with social bonds that do not fit within an ?authority? or ?loyalty? framework and discounts people who support liberal positions but do not self-ascribe as (...)
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  37.  17
    Patricia White (2012). Making Political Anger Possible: A Task for Civic Education. Journal of Philosophy of Education 46 (1):1-13.
    The article asks whether political anger has a legitimate place in a democracy, as this is a political system designed to resolve conflicts by peaceful negotiation. It distinguishes personal from social anger and political anger, to focus explicitly on the latter. It argues that both the feeling and expression of political anger are subject to normative constraints, often specific to social status and gender. The article examines arguments, including those of Seneca, in favour of an anger-free (...)
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  38.  8
    Li Maosen (2011). Changing Ideological-Political Orientations in Chinese Moral Education: Some Personal and Professional Reflections. Journal of Moral Education 40 (3):387-395.
    Moral education in the People?s Republic of China is dominated by ideological-political orientations. However, in the last 30 years China has experienced extensive economic reform, bringing about many social changes, such as decreasing reliance on the state-owned workplace, increasing private property ownership and enhancement of the rule of law. Such changes have inevitably influenced personal, societal and ideological values, and consequently had an impact on individual moral beliefs and behaviour. In this paper I analyse the decline of socialist (...)
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  39.  23
    Steinar Bøyum (2008). What is a Political Theory of Education. Nordic Journal Education:30-37.
    In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, (...)
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  40.  9
    Judith Suissa (2015). Character Education and the Disappearance of the Political. Ethics and Education 10 (1):105-117.
    In this article, I explore some contemporary versions of character education with specific reference to the extent to which they are viewed as constituting a form of citizenship education. I argue that such approaches often end up displacing the idea of political education and, through their language and stated aims, avoid any genuine engagement with the very concept of the political in all but its most superficial sense. In discussing some of the points raised by (...)
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  41.  12
    Shui Che Fok (1997). Political Change in Hong Kong and its Implications for Civic Education. Journal of Moral Education 26 (1):85-99.
    Abstract In political culture, Hong Kong has undergone dramatic changes in recent decades. When Hong Kong was a British colony, its people were largely concerned to maintain the status quo so that they could be left alone; the ideal government was perceived as a paternalistic one which would maintain law and order. With their increasing involvement in political parties and pressure groups, more Hong Kong people are prepared to fight for their rights and demand ?freedom and democracy?; they (...)
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  42.  9
    Gay Garland Reed (1995). Moral/Political Education in the People's Republic of China: Learning Through Role Models. Journal of Moral Education 24 (2):99-111.
    Abstract This paper discusses the use of role models as a means for political socialization and moral education in the People's Republic of China. It looks at the use of role models in historical context and shows the ways in which children were encouraged to learn from the socialist role model, Lei Feng. In answer to the question, ?What are the children really learning from Comrade Lei Feng?? the paper suggests that Chinese children in post?Liberation China were actually (...)
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  43.  7
    Alan Montefiore (1979). Philosophy and Moral (and Political) Education. Journal of Philosophy of Education 13 (1):21–32.
    The relation between moral philosophy and moral practice is itself philosophically controversial. nor is there any one determinate formula through which to express the relations between the basic principles of morality and of rationality itself. the concepts of the moral and the political are both 'essentially contestable' and so too is the nature of their relations; that is, their analysis is itself of moral and political import. nevertheless, in periods of overall stability, this contestability may hardly be apparent. (...)
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  44.  10
    Pat White (1980). Political Education and Moral Education or Bringing Up Children to Be Decent Members of Society. Journal of Moral Education 9 (3):147-155.
    Abstract This paper argues that if one follows through the principles of a rational procedural morality one is necessarily committed to a democratic form of society. This in turn means that political education is an essential part of moral education and it supplies a necessary content and context to moral education. Concretely, moral education must give some attention to certain concepts, forms of argument and the development of certain dispositions, all rooted in the context of (...)
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  45.  6
    R. McCormick (1980). Political Education as Moral Education in Tanzania. Journal of Moral Education 9 (3):166-177.
    Abstract Education in Tanzania is seen as a tool for social change to a society which exhibits African socialist values. Political education, as part of general education, focuses on the issues of citizenship, socialism and development, and because this implies a definite stance towards man and society, can be viewed as moral education in the Tanzanian context. This paper explores the nature of the political education, its effects and the problem of indoctrination.
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  46.  4
    David Kettler (2002). Political Education for a Polity of Dissensus Karl Mannheim and the Legacy of Max Weber. European Journal of Political Theory 1 (1):31-51.
    The aim of this article is to state a case for Karl Mannheim as an interlocutor no less important than Michael Oakeshott for an inquiry into the manner and purpose of teaching politics. Beginning with Max Weber, I develop an account of Karl Mannheim as a prime contender for Weber's legacy in political education, along with two contemporaries, Albert Salomon and Hans Freyer, whose contrasting appropriations of the legacy will highlight important elements that distinguish Mannheim's approach from the (...)
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  47.  9
    Duane Windsor (2004). A Required Foundation Course for Moral, Legal, and Political Education. Journal of Business Ethics Education 1 (2):137-164.
    Corporate scandals reveal the need for deep transformation of management education so as to profess and promote moral leadership. AACSB and business schools bear partial fault for the recent situation. New 2003 AACSB accreditation standards do highlight business ethics. But the 2003 standards undermine moral, legal and political education by defining “ethics” narrowly and tending to signal pure “infusion” in place of any independent foundation coursework. This paper states a case for an independent foundation course, required universally (...)
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  48.  3
    Ann Higgins‐D'Alessandro (1996). Moral Education as an Historical/Political/Social Science. Journal of Moral Education 25 (1):57-66.
    Abstract This paper introduces a vision of moral education for the future. It argues that for moral education to take its place as essential in the curriculum, moral educators must acknowledge and adopt the goal for moral education expected by lay?people and by society; that is, to create better societies and a better world in addition to developing the character and moral acumen of individuals. Examples are used to argue that the world is a smaller, and also (...)
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  49.  6
    Marianna Papastephanou (2008). Hesiod the Cosmopolitan: Utopian and Dystopian Discourse and Ethico-Political Education. Ethics and Education 3 (2):89-105.
    The modern tendency to treat all Greek Golden Age textuality as apolitical and escapist has contributed to the ongoing neglect of the first Western educational text, Hesiod's Works and days. Most commentators have missed the interplay of utopian and dystopian images in Hesiodic poetry for lack of the appropriate conceptual framework. Once the escapist prejudice is overcome, the Hesiodic text appears as the first extant Occidental coupling of political utopianism with emancipatory ethico-political education. Once freed of its (...)
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  50.  7
    Pedro Ortega Ruiz & Ramón Mínguez (2001). Global Inequality and the Need for Compassion: Issues in Moral and Political Education. Journal of Moral Education 30 (2):155-172.
    The present paper is intended as an analysis of North-South relationships from the perspective of globalisation, an economic system that generates the dependency and exploitation of the South out of necessity. This phenomenon is conditioning the life of individuals and peoples and as a result local approaches to current problems are no longer viable. As an alternative to this state of affairs, the ethic of compassion, understood as a political compromise demanding a new paradigm in economic, political and (...)
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