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  1. Why There is No Education Ethics Without Principles.Janez Krek & Blaž Zabel - 2017 - Educational Philosophy and Theory 49 (3):284-293.
    Moral education and ethical reflection are always dependent on the content of the internalized norms, principles and values of the individual. As we demonstrate, this also means that there is no instance of feeling, emotion, spontaneity, or care that can be independent of norms, rules, and values outside human discourse. In light of this, Noddings’ theory of the ethic of care is a contentious theory of child education, as it is linked with the presupposition that we can turn a blind (...)
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  • Human Rights Education for Nursing Students.M. Chamberlain - 2001 - Nursing Ethics 8 (3):211-222.
    This article is based largely on a research study undertaken by the author into the teaching of human rights in nursing courses in the UK on behalf of the national section of the human rights organization Amnesty International. It attempts to provide a baseline estimate of human rights education in nursing curricula in the UK while making suggestions on how the teaching of human rights issues could be more clearly incorporated into nursing curricula, ending with some recommendations for further research.
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  • İlköğretim Okulu Yöneticilerinin Öğretmenler Tarafından Algılanan Demokratik Tutumları Ile Öğretmenlerin Demokratik Değerleri Üzerine İlişkisel Bir Araştırma.Engin Karadağ, Nuri Baloğlu & Pinar Yalçinkayalar - 2006 - Değerler Eğitimi Dergisi 4 (12):65-82.
    Bu çalışmanın amacı, ilköğretim okulu yöneticilerinin öğretmenlerce algılanan demokratik tutum düzeyleri ile öğretmenlerin demokratik değerleri arasındaki ilişkiyi belirlemektir. İlişkisel tarama modelinde dizayn edilen araştırmada çalışma grubu 218 ilköğretim okulu öğretmeninden oluşturuldu. Verileri analiz etmek için Pearson Çarpım Momentler Korelasyon Analizi tekniği kullanıldı. Bulgular, öğretmenlerin algıladıkları demokratik tutumları ile demokratik değerleri arasında istatistiksel olarak anlamlı bir ilişkinin bulunduğunu gösterdi. Araştırmada elde edilen bulgular literatüre dayalı olarak tartışıldı ve yorumlandı.
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  • Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights.Rebecca Adami - 2014 - Ethics and Education 9 (1):29-38.
    There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. (...)
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  • An Exploratory Study of Human Rights Knowledge: A Sample of Kindergarten and Elementary School Pre-Service Teachers in Spain. [REVIEW]Claudia Messina & Liliana Jacott - 2013 - Human Rights Review 14 (3):213-230.
    This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area ‘Basic concepts to (...)
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