Although it is commonly assumed within schools that drama has a place within moral education, there is very little theory or analysis to support the assumption. This article sketches a theoretical framework to show how and in what ways drama can make a distinctive contribution to the field. Drawing upon Stenhouse (1975) it proposes a broad distinction between moral instruction and moral induction and analyses drama's potential contribution to both areas. In so doing, it draws links between the cultural practices (...) of the theatre and those of the drama classroom, analysing the moral potential of the dramatic experience through five theoretical lenses. These include the enacted nature of dramatic narrative; the association between drama and the learning of rules; the communal function of drama as a public artform; dialogue and dialogism in drama; and the relationship between emotion, reason and moral engagement in drama. (shrink)
It is widely held that there are no indigenous roots in China for the rule of law; it is an import from the West. The Chinese legal tradition, rather, is rule by law, as elaborated in ancient Legalist texts such as the Han Feizi. According to the conventional reading of these texts, law is amoral and an instrument in the hands of a central ruler who uses law to consolidate and maintain power. The ruler is the source of all law (...) and stands above the law, so that law, in the final analysis, is whatever pleases the ruler. This essay argues, to the contrary, that the instrumentalism of the Han Feizi is more sophisticated and more principled than the conventional reading acknowledges. It suggests that, by examining the text of the Han Feizi through the lens provided by American legal theorist Lon Fuller, we can detect an explicit articulation of what Fuller called the internal morality of law. The principles of this morality are elaborated and their importance explained. In this way, the Han Feizi is retrieved as a significant reference point for thinking about legal reform in China today. (shrink)
The purpose of this study was to determine if an instrument could be developed to measure spiritual engagement. The study resulted in the Spiritual Engagement Instrument concept comprised of four factors that included the following: worship that explained 57.8% of the variance and Cronbach’s alpha of.94, meditation that explained 12.7% of the variance and Cronbach’s alpha of.96, fasting that explained 9.58% of the variance and Cronbach’s Alpha of.98, and rest that explained 5.16% of the variance and Cronbach’s alpha of.99. The (...) four factors together explain 85.24% of the variance. The four spiritual engagement scales within the Spiritual Engagement Instrument show significant correlation with other similar but different measures of spirituality, the Brief Multidimensional Measure of Religiousness/spirituality scale and Daily Spiritual Experience Scale, confirming convergent validity. A supplemental validation study was performed using CFA, p <.001, CFI =.98, TLI =.97, RMSEA =.06). This SpEI offers researchers a tool that might be used as a pre-/post-test measure in conjunction with a spiritual development program or to measure effects of the four factors of spiritual engagement with other social constructs such as job satisfaction, normative commitment, or leadership behaviors. Ethical behavior may be influenced by individual worldview and underlying religious practices, so the SpEI offers a validated instrument to study the cycle of behaviors, attitudes, and beliefs of spiritual practices that may influence ethics. (shrink)
This article takes its lead from Iris Murdoch's argument that an education in beauty can be a training in the love of virtue. Yet the word ?beauty? is seldom used in contemporary educational discourse, even within the arts disciplines, where aesthetic considerations are integral to the learning process. I begin, therefore, with an examination of ideological reasons why this might be the case and propose that, largely through the legacy of Kant, the concept of beauty raises a number of complex (...) and conflicting problems for contemporary educators, making it strongly discordant with the current dominant ideology. As a result, the Arts' association with beauty remains muted in favour of a language of desirable social outcomes. I then proceed to draw upon recent publications by Elaine Scarry and Wendy Steiner to argue that, as Murdoch suggested, the experience of beauty itself can be seen as educational in an active, moral sense, without the need to resort to instrumentalist objectives outside of its domain. I do this with close reference to an early years Theatre in Education project that I evaluated in 2003; and by considering the work of Bill Shannon, a disabled dancer from Chicago. (shrink)
Shakespeare wrote plays and young children are geniuses at playing. In March 2008 the Royal Shakespeare Company (RSC) launched Stand Up for Shakespeare, its manifesto for the teaching of Shakespeare in schools. Of its three stated principles—“Do it on your feet; see it live; start it earlier”—it is perhaps the third that is the most tantalizing. The company’s education department has done much over recent years to introduce key stage 2 children to a variety of his plays but has paid (...) less attention to children’s early years. In association with the University of Warwick, the company therefore commissioned a pilot project to introduce children as young as four and five years old to Shakespeare in order to .. (shrink)
Seeking beauty in education -- The meanings of beauty: a brief history -- Beauty as educational experience -- Beauty, education and the good society -- Beauty and creativity: examples from an arts curriculum -- Beauty in science and maths education -- Awakening beauty in education.
The reflections that follow are written by Roisin Winston, Zoe Carletide, Naomi McLeod and Bahar Mustafa. These four young women outline their experience of feminism and in so doing suggest ways in which the Next Generation are thinking about ‘feminism’ and its relevance to their modern day lives. Topics discussed include sexuality, cultural differences, sex education, rape, and how the face of feminism is changing or needs to change. Thoughts range from a belief that the word ‘feminism’ has too many (...) negative connotations and thus it seems the term, and therefore the movement, is restricted by the glass ceiling which it aims to fight. Another view is that ‘Feminism,’ like any movement, will remain as relevant as it always has been until no person of any gender is coerced or compelled to act, think, feel or endure anything which has reductive gender inequality at its core. (shrink)
This research aimed to assess the nature and level of pupils? educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below?average examination results and low rates of continuing in full?time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 pupils aged 12?14 completed a questionnaire assessing pupils? experience of home, school and their (...) peers. A sub?sample of 48 pupils, selected by teachers to reflect ethnicity and ability levels in individual schools, also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group, who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through strong academic self?concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self?concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a cultural capacity. (shrink)
This paper contests the view that the events which have taken place in linguistics following the syntactic theories of N. Chomsky conform to the pattern of scientific development described in Kuhn's The Structure of Scientific Revolutions. Specifically, it is argued that neither Kuhn's claims about the nature of 'normal science', nor those about the necessity of crisis preceding periods of revolutionary change, nor those about 'paradigms' succeeding one another in the history of a science, find any confirmation in the case (...) of the generative revolution in linguistics. (shrink)
This collection addresses the concept and role of judge, the act of judging and the requirements and potential abuses inherent in the system and process of sitting in judgement. It considers the issues and questions involved in establishing a framework for assessing judicial morality.
This paper defends the claim that the contemporary canon of human rights forms an indivisible and interdependent system of norms against both "Western" and "Asian" critics who have asserted exceptionalist or selectivist counterclaims. After providing a formal definition of human rights, I argue that the set of particular human rights that comprises the contemporary canon represents an ethical-legal paradigm which functions as an implicit theory of human oppression. On this view, human rights originate as normative responses to particular historical experiences (...) of oppression. Since historically known experiences of oppression have resulted from practices that function as parts of systems of domination, normative responses to these practices have sought to disarm and dismantle such systems by depriving potential oppressors of the techniques which enable them to maintain their domination. Therefore, human rights norms form a systematic and interdependent whole because only as parts of a system can they function as effective means for combatting oppression and domination. (shrink)
Engineering and scientific education conditions us to expect everything, including intelligence, to have a simple, compact explanation. Accordingly, when people new to AI ask "What's AI all about," they seem to expect an answer that defines AI in terms of a few basic mathematical laws.
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