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Moral Principles and Social Values

Routledge (2002)

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  1. The J. S. Mill Bibliography: Recent Additions: The J. S. Mill Bibliography.J. Cutmore - 1989 - Utilitas 1 (2):324-327.
  • The Theory and Application of Critical Realist Philosophy and Morphogenetic Methodology: Emergent Structural and Agential Relations at a Hospice.Martin Lipscomb - unknown
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  • Theory, Practice and Performance in Teaching: Professionalism, Intuition, and Jazz.Michael Humphreys & Terry Hyland - 2002 - Educational Studies 28 (1):5-15.
    Accounts of the so-called 'crisis in professionalism' in teaching and teacher education in recent years have turned on the epistemological undermining of professional knowledge and the problems surrounding the synthesis of theory and practice which underpins teacher performance. It is argued that the concentration on performance in teaching and professional development is to be welcomed, provided that 'performance' is not defined in purely technicist or instrumental terms. In response to the trend towards evidence-informed policy and practice and mechanistic outcome-based educational (...)
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  • Buddhist Practice and Educational Endeavour: In Search of a Secular Spirituality for State-Funded Education in England.Terry Hyland - 2013 - Ethics and Education 8 (3):241-252.
    A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in the interests of maintaining state-funded institutions characterised by rationality and autonomy rather (...)
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  • Moral Vocationalism.Terry Hyland - 1992 - Journal of Moral Education 21 (2):139-150.
    Abstract After years of neglect attempts have recently been made to introduce the important ethical aspects of educational development into schools and colleges through programmes which emphasise the values of active citizenship and the importance of ?moral competence? in contemporary society. These programmes are described and labelled as examples of ?moral vocationalism? and criticised on the grounds that they have a weak knowledge base, are founded on behaviourist learning principles and are located within an exclusively instrumentalist framework. Such schemes, consequently, (...)
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