Search results for 'Education, Higher Moral and ethical aspects' (try it on Scholar)

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  1. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.score: 1173.0
     
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  2. William W. May (ed.) (1998). Ethics and Higher Education. Oryx Press.score: 1023.0
     
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  3. Martinelli-Fernandez Susan A. (2009). Collaborative Administration: Academics and Administrators in Higher Education. In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer.score: 978.0
    This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.
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  4. 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: 948.0
     
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  5. Nannerl O. Keohane (2006). Higher Ground: Ethics and Leadership in the Modern University. Duke University Press.score: 864.0
    Ringing throughout this volume is a deep commitment to the fundamental values of the academy.
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  6. David G. Brown (ed.) (2006). University Presidents as Moral Leaders. Praeger Publishers.score: 813.0
    This book is based on papers presented at Wake Forest University, where three forums co-sponsored by the Center for Creative Leadership were held to address the ...
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  7. Elaine Englehardt (ed.) (2009). The Ethical Challenges of Academic Administration. Springer.score: 813.0
    This book explores the issues that are faced every day by those managing seats of learning.
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  8. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change. Routledge.score: 813.0
     
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  9. Michael Davis (1999). Ethics and the University. Routledge.score: 788.0
    Ethics and the University brings together two closely related topics, the practice of ethics in the university ("academic ethics") and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * An examination of research ethics, including (...)
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  10. Marilyn Strathern (ed.) (2000). Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy. Routledge.score: 783.0
    If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.
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  11. John Strain, Ronald Barnett & Peter Jarvis (eds.) (2009). Universities, Ethics, and Professions: Debate and Scrutiny. Routledge.score: 783.0
  12. Sellés Dauder & Juan Fernando (2010). Riesgos Actuales de la Universidad: Cómo Librarse de Ellos. Ediciones Internacionales Universitarias.score: 768.0
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  13. A. K. Bierman (1973). Philosophy for a New Generation. New York,Macmillan.score: 762.0
     
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  14. Ana Hirsch Adler & Rodrigo López Zavala (eds.) (2011). Ética y Valores Profesionales: Trece Experiencias de Investigación Universitaria En México. Universidad de Monterrey.score: 762.0
  15. Deni Elliott (ed.) (1995). The Ethics of Asking: Dilemmas in Higher Education Fund Raising. Johns Hopkins University Press.score: 742.0
    & A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...)
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  16. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 612.0
    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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  17. Patricia M. King & Matthew J. Mayhew (2002). Moral Judgement Development in Higher Education: Insights From the Defining Issues Test. Journal of Moral Education 31 (3):247-270.score: 564.0
    This article reviews 172 studies that used the Defining Issues Test to investigate the moral development of undergraduate college students and provides an organisational framework for analysing educational contexts in higher education. These studies addressed collegiate outcomes related to character or civic outcomes, selected aspects of students' collegiate experiences related to moral judgement development and changes in moral reasoning during the college years as they related to changes in other domains of development. Findings suggest that (...)
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  18. Bruce Macfarlane (2004). Teaching with Integrity: The Ethics of Higher Education Practice. Routledgefalmer.score: 552.0
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
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  19. Leon Benade (2012). From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform. Continuum.score: 549.6
    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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  20. Thaddeus Metz (2009). Higher Education, Knowledge For Its Own Sake, and an African Moral Theory. Studies in Philosophy and Education 28 (6):517-536.score: 546.0
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, (...)
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  21. Beverley H. Johns (2008). Ethical Dilemmas in Education: Standing Up for Honesty and Integrity. Rowman & Littlefield Education.score: 537.6
  22. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 493.6
    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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  23. Anna Strhan (2012). Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility. Wiley.score: 470.4
     
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  24. Robert G. Burgess (ed.) (1989). The Ethics of Educational Research. Falmer Press.score: 465.6
    Ethics and Educational Research: An Introduction Robert G. Burgess Ethical questions are the subject of interdisciplinary discussions and debates. ...
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  25. Helen Simons & Robin Usher (eds.) (2000). Situated Ethics in Educational Research. Routledge.score: 465.6
    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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  26. Peter J. Arnold (1997). Sports, Ethics and Education. Cassell.score: 465.6
  27. Shanda Traiser & Myron A. Eighmy (2011). Moral Development and Narcissism of Private and Public University Business Students. Journal of Business Ethics 99 (3):325 - 334.score: 448.0
    In this study, researchers examined the assumption that senior-level undergraduate students from private colleges universities possess higher levels of moral and ethical development than students from public institutions. In addition, the researchers sought to determine (a) if there was a relationship between narcissistic personality traits and the level of moral reasoning, and (b) there was a difference in the level of narcissistic personality tendencies of business students from private vs. public institutions based on demographic and textual (...)
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  28. Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.score: 441.6
     
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  29. A. Wigmore & M. Ruiz (2010). Sustainability Assessment in Higher Education Institutions. The Stars System. Ramon Llull Journal of Applied Ethics 1 (1):25.score: 436.0
    Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and social responsibility (...)
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  30. 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: 435.0
    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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  31. Hugues Lenoir (2010). Education, Autogestion, Éthique. Libertaires.score: 429.6
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  32. 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: 428.0
    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 field of (...)
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  33. Melanie Walker (2006). Higher Education Pedagogies: A Capabilities Approach. Open University Press.score: 424.0
    This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.
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  34. Linda Klebe Trevino (1992). Moral Reasoning and Business Ethics: Implications for Research, Education, and Management. [REVIEW] Journal of Business Ethics 11 (5-6):445 - 459.score: 400.0
    This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
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  35. Margaret Olofson Thickstun (2007). Milton's Paradise Lost: Moral Education. Palgrave Macmillan.score: 399.2
    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 (...)
     
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  36. Thaddeus Metz (2009). The Final Ends of Higher Education in Light of an African Moral Theory. Journal of Philosophy of Education 43 (2):179-201.score: 398.0
    From the perspective of an African ethic, analytically interpreted as a philosophical principle of right action, what are the proper final ends of a publicly funded university and how should they be ranked? To answer this question, I first provide a brief but inclusive review of the literature on Africanising higher education from the past 50 years, and contend that the prominent final ends suggested in it can be reduced to five major categories. Then, I spell out an intuitively (...)
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  37. Tim Sprod (2001). Philosophical Discussion in Moral Education: The Community of Ethical Inquiry. Routledge.score: 396.0
    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 teacher's role, this (...)
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  38. Markus Dederich & Martin W. Schnell (eds.) (2011). Anerkennung Und Gerechtigkeit in Heilpädagogik, Pflegewissenschaft Und Medizin: Auf Dem Weg Zu Einer Nichtexklusiven Ethik. Transcript.score: 393.6
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  39. V. V. Dudukalov (2006). Pedagogicheskie Osnovy Kooperativnoĭ Deontologii: Monografii͡a. Marketing.score: 393.6
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  40. Christiane Gohier & France Jutras (eds.) (2009). Repères Pour l'Éthique Professionnelle des Enseignants. Presses de l'Université du Québec.score: 393.6
    Avec le mouvement de professionnalisation de l'enseignement, la compétence éthique est devenue une caractéristique désirée du professionnalisme dans l'enseignement.
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  41. Grzegorz Grzybek (2013). Etyka Rozwoju a Pedagogika Opiekuńcza. Wydawnictwo Uniwersytetu Rzeszowskiego.score: 393.6
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  42. Guocheng Jiao (ed.) (2004). Gong Min Dao de Lun. Ren Min Chu Ban She.score: 393.6
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  43. Joan-Carles Mèlich (2006). Transformaciones: Tres Ensayos de Filosofía de la Educación. Miño y Dávila.score: 393.6
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  44. Carmen Romano Rodríguez, Fernández Pérez & A. Jorge (eds.) (2011). Filosófia y Educación: Perspectivas y Propuestas. Facultad de Filosofía y Letras.score: 393.6
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  45. Robert Elias Abu Shanab (1971). Present Day Issues in Philosophy. Dubuque, Iowa,Kendall/Hunt Pub. Co..score: 393.6
     
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  46. Hugh Sockett (2011). Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. Routledge.score: 393.6
  47. Caiping Sun (2004). Jiao Yu de Lun Li Jing Shen. Shanxi Jiao Yu Chu Ban She.score: 393.6
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  48. David B. Wangaard (2011). Creating a Culture of Academic Integrity: A Toolkit for Secondary Schools. Search Institute Press.score: 393.6
  49. James Watkins (1987). Should a Christian Wear Purple Sweat Socks? Wesley Press.score: 393.6
     
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  50. Yanqiu Yin (2004). Bi Yao de Wutuobang: Jiao Yu Li Xiang de Li Shi Kao Cha Yu Jian Gou. Fujian Jiao Yu Chu Ban She.score: 393.6
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