Results for 'Early childhood education Moral and ethical aspects'

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  1.  85
    Early Childhood Educational Research: Issues in Methodology and Ethics.Carol Aubrey (ed.) - 2000 - Routledgefalmer Press.
    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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  2. Ethics and the Early Childhood Educator: Using the Naeyc Code.Stephanie Feeney - 2005 - National Association for the Education of Young Children.
    "New foreword by Rhian Evans Allvin"--Cover.
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  3.  39
    Beyond Quality in Early Childhood Education and Care: Languages of Evaluation.Gunilla Dahlberg - 2006 - Routledge.
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation (...)
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  4. Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy.Hillevi Lenz-Taguchi - 2010 - Routledge.
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  5.  50
    Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education.Hillevi Lenz Taguchi - 2007 - Educational Philosophy and Theory 39 (3):275–290.
    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of (...)
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  6.  17
    The Gift Paradigm in Early Childhood Education.Genevieve Vaughan & Eila Estola - 2007 - Educational Philosophy and Theory 39 (3):246–263.
    This paper promotes a philosophy derived from the direct distribution of goods to needs that occur in mothering and invisibly in many other aspects of life. Such a philosophy is suggested as an alternative to market based values, which currently permeate society. It is important to bring alternative values to consciousness and validate them for both teachers and children so that the orientation towards the other that characterizes the gift paradigm will not be lost in the fight for survival (...)
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  7.  38
    Playing With Children, Answering With Our Lives: A Bakhtinian Approach To Coauthoring Ethical Identities In Early Childhood.Brian Edmiston - 2010 - British Journal of Educational Studies 58 (2):197-211.
    In this paper I develop an alternative to prevailing moral development assumptions in early childhood education. Drawing on a Bakhtinian theoretical framework, theories of identity formation, and examples from my longitudinal research study of child-adult play, I reframe development as a lifelong process of coauthoring ethical identities that may begin in early childhood when adults join children in dramatic play.
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  8.  28
    The Authority of Bildung: Educational Practices in Early Childhood Education.Christiane Thompson - 2015 - Ethics and Education 10 (1):3-16.
    This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime (...)
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  9.  42
    On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education.Johan Dahlbeck - 2014 - Studies in Philosophy and Education 33 (5):527-544.
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so (...)
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  10.  14
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2017 - Educational Philosophy and Theory:1-12.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that (...)
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  11.  11
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):519-530.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that (...)
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  12.  10
    Readiness for School, Time and Ethics in Educational Practice.Agnieszka Bates - 2019 - Studies in Philosophy and Education 38 (4):411-426.
    ‘Taking time seriously’ is an enduring human concern and questions about the nature of time bear heavily on the meaning of childhood. In the context of the continuing debates on readiness for school, ‘taking time seriously’ has contributed to policies on ‘early interventions’ which claim to support children in reaching their full potential but limit this potential when enacted in practice. Much of current policymaking takes the meaning of time for granted within a ‘quantitative’ view of time as (...)
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  13.  23
    Philosophical Ethics in Early Childhood: A Pilot Study.Michael D. Burroughs & Tugce B. Arda Tuncdemir - 2017 - Journal of Philosophy in Schools 4 (1):74-101.
    The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion (...)
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  14.  18
    Education, Philosophy and the Ethical Environment.Graham Haydon - 2006 - Routledge.
    The Foundations and Futures of Education series focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinary within the subject; and the theory-practice divide. Around the world there is concern about the climate of values in which young people are growing up. Liberal ideas about personal morality and (...)
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  15.  2
    Sports, Ethics and Education.Peter J. Arnold - 1997 - Cassell.
    Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.
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  16.  12
    Between an Example and a Precept, Which Has Greater Importance? A Comparison of the Channels of Socialization in Military Ethics.Yi-Ming Yu - 2013 - Ethics and Behavior 23 (5):341-359.
    In this study, I examined what channels of socialization influence the moral behavior of cadets. We conducted a regression analysis of the effects of parents' attitudes to moral education, the standard and potential curriculum of schools, peer groups, and communication media on individual ethics and discipline using 399 sample participants. The participants were recruited through a questionnaire survey on cadets from academy of military, naval, and air force, and four-year based students from R.O.C. National Defense University. The (...)
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  17.  1
    Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility.Anna Strhan - 2012 - Wiley-Blackwell.
    _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 critique (...)
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  18.  4
    Measuring the Young Child: On Facts, Figures and Ideologies in Early Childhood.Michel Vandenbroeck - 2020 - Ethics and Education 15 (4):413-425.
    ABSTRACT In this contribution, we look – both historically and in the present – at how children are objectified in data and how it is assumed that this objectivation is a way to dismiss ideology, or at least to separate the ideological from the scientific. We argue, however, that the separation of data from ideology is itself a highly ideological choice. As Freire points out: education never was and never can be objective. The objectivation of the child and, more (...)
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  19.  4
    Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives.Gunilla Dahlberg - 1999 - Falmer Press.
    With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, (...)
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  20. Science and Ethics.Bernard E. Rollin - 2006 - Cambridge University Press.
    In Science and Ethics, Bernard Rollin examines the ideology that denies the relevance of ethics to science. Providing an introduction to basic ethical concepts, he discusses a variety of ethical issues that are relevant to science and how they are ignored, to the detriment of both science and society. These include research on human subjects, animal research, genetic engineering, biotechnology, cloning, xenotransplantation, and stem cell research. Rollin also explores the ideological agnosticism that scientists have displayed regarding subjective experience (...)
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  21.  43
    Imagining Moral Bioenhancement Practices: Drawing Inspiration From Moral Education, Public Health Ethics, and Forensic Psychiatry.Jona Specker & Maartje H. N. Schermer - 2017 - Cambridge Quarterly of Healthcare Ethics 26 (3):415-426.
    :In this article, we consider contexts or domains in which moral bioenhancement interventions possibly or most likely will be implemented. By looking closely at similar or related existing practices and their relevant ethical frameworks, we hope to identify ethical considerations that are relevant for evaluating potential moral bioenhancement interventions. We examine, first, debates on the proper scope of moral education; second, proposals for identifying early risk factors for antisocial behaviour; and third, the difficult (...)
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  22. The Case Against Business Ethics Education: A Study in Bad Arguments.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):73-85.
    Several popular arguments against teaching business ethics are examined: the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses ; business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; moral character is formed in (...)
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  23. Ethical, Legal and Social Aspects of Brain-Implants Using Nano-Scale Materials and Techniques.Francois Berger, Sjef Gevers, Ludwig Siep & Klaus-Michael Weltring - 2008 - NanoEthics 2 (3):241-249.
    Nanotechnology is an important platform technology which will add new features like improved biocompatibility, smaller size, and more sophisticated electronics to neuro-implants improving their therapeutic potential. Especially in view of possible advantages for patients, research and development of nanotechnologically improved neuro implants is a moral obligation. However, the development of brain implants by itself touches many ethical, social and legal issues, which also apply in a specific way to devices enabled or improved by nanotechnology. For researchers developing nanotechnology (...)
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  24.  6
    Olmmái-Stállu: Deflection, Decolonization, and Silence in Sámi Early Childhood Scholarship.Viktor Johansson - 2021 - Ethics and Education 16 (1):51-73.
    This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sámi writer Nils Aslak Valkeapää, a personal documentary text by Sámi author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as (...)
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  25. Moral and Political Aspects of Education.Harry Brighouse - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
  26.  60
    Deliberation at the Hub of Medical Education: Beyond Virtue Ethics and Codes of Practice. [REVIEW]Y. M. Barilan & M. Brusa - 2013 - Medicine, Health Care and Philosophy 16 (1):3-12.
    Although both codes of practice and virtue ethics are integral to the ethos and history of “medical professionalism”, the two trends appear mutually incompatible. Hence, in the first part of the paper we explore and explicate this apparent conflict and seek a direction for medical education. The theoretical and empirical literature indicates that moral deliberation may transcend the incompatibilities between the formal and the virtuous, may enhance moral and other aspects of personal sensitivity, may help design (...)
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  27.  10
    Introduction: Perfectionism and Education—Kant and Cavell on Ethics and Aesthetics in Society. Roth, Gustafsson & Johansson - 2014 - Journal of Aesthetic Education 48 (3):1.
    Immanuel Kant’s conception of ethics and aesthetics, including his philosophy of judgment and practical knowledge, are widely discussed today among scholars in various fields: philosophy, political science, aesthetics, educational science, and others. His ideas continue to inspire and encourage an ongoing interdisciplinary dialogue, leading to an increasing awareness of the interdependence between societies and people and a clearer sense of the challenges we face in cultivating ourselves as moral beings.Early on in his career, Cavell began to recognize the (...)
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  28.  67
    Narrative Identity and Early Childhood Education.Sandy Farquhar - 2012 - Educational Philosophy and Theory 44 (3):289-301.
    An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum (...)
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  29. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas.Joan Poliner Shapiro - 2001 - L. Erlbaum Associates.
    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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  30.  50
    The Moral Roots of Prenatal Diagnosis. Ethical Aspects of the Early Introduction and Presentation of Prenatal Diagnosis in Sweden.J. Arlebrink - 1997 - Journal of Medical Ethics 23 (4):260-261.
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  31.  38
    Conscience and Casuistry in Early Modern Europe.Edmund Leites (ed.) - 1988 - Editions De La Maison des Sciences De L'Homme.
    This examination of a fundamental but often neglected aspect of the intellectual history of early modern Europe brings together philosophers, historians and political theorists from Great Britain, Canada, the United States, Australia, France and Germany. Despite the diversity of disciplines and national traditions represented, the individual contributions show a remarkable convergence around three themes: changes in the modes of moral education in early modern Europe, the emergence of new relations between conscience and law (particularly the law (...)
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  32.  21
    Cura Personalis and Business Education for Sustainability.Kevin Jackson - 2012 - Business and Professional Ethics Journal 31 (2):265-288.
    Sustainability has been gaining recognition as an innovative pathway for general learning from early childhood to higher education. This article advances acura personalis, or care for the entire person, approach for integrating sustainability into the domain of business management education. Such an approach centers on fostering higher-order dispositions including creativity, critical moral awareness, existential authenticity, excellence, relatedness, and overall well-being and thus constitutes a broader, deep ecological alternative to received scientistic and quantitatively controlled programs.
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  33.  15
    Moral Education is Not Good Enough Because Education is Not Moral Enough.Adam Niemczynski - 1996 - Journal of Moral Education 25 (1):111-116.
    Abstract For education to be moral enough, its goal is defined not as to help individuals to learn the life ideals of church or state (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) but to create moral individuals??people who are willing and able to treat each other as equals, and who are willing and able to feel compassion towards one another. Consideration is given to lessons from (...)
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  34.  2
    A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value.Jone Sagastui, Elena Herrán & M. Teresa Anguera - 2020 - Frontiers in Psychology 11.
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  35. Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education.Sara Irisdotter Aldenmyr - 2012 - 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 (...)
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  36.  48
    Strengthening Morality and Ethics in Educational Assessment Through Ubuntu in South Africa.Peter A. D. Beets - 2012 - Educational Philosophy and Theory 44 (s2):68-83.
    While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical considerations. (...)
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  37.  50
    Geography and Ethics: Journeys in a Moral Terrain.James D. Proctor & David Marshall Smith (eds.) - 1999 - Routledge.
    Geography and Ethics examines the place of geography in ethics and of ethics in geography by drawing together specially commissioned contributors from distinguished scholars from around the world.
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  38. Beneficence, Paternalism, and the Parental Prerogative – the Ethics of Mandatory Early Childhood Vaccination.Frej Thomsen - manuscript
    Insufficient vaccination coverage is an important public health problem in many countries, since it leads to the loss of herd protection and the resurgence of previously exterminated diseases. However, policies of mandatory childhood vaccination capable of raising vaccination rates continue to be controversial. In this article I review the arguments for mandatory childhood vaccination, setting out the strongest teleological argument in favour, and then critically examining the two strongest potential objections: paternalism and the parental prerogative. I argue that (...)
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  39.  32
    The Moral Education of Emile.G. John - 1981 - Journal of Moral Education 11 (1):18-31.
    Abstract One of the seminal works in the history of educational thought is Rousseau's Emile. This article seeks to examine Rousseau's advocacy of a secular approach to morality and its particular implications for the moral education of the young Emile. A keyword in Rousseau's thinking is nature and an attempt is made to examine critically the naturalistic ethics from which so many of his moral prescriptions were derived. It then proceeds to outline some of the central (...) of his recommendations for the moral education of Emile and incorporates his reflections upon home life, habit?training, punishment, the importance of reason, needs and the value of history as a moral educator. The remainder of the article seeks to show the influence of Rousseau's ideas upon the secularization of moral education, a process which began just after the French Revolution, gathered momentum in the nineteenth century (particularly with the triumph of republicanism and the added impetus given by the influential writings of Durkheim), and saw its full fruition in French schools in the early part of the twentieth century. (shrink)
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  40.  23
    Adam Smith’s Economic and Ethical Consideration of Animals.Nathaniel Wolloch - 2013 - History of the Human Sciences 26 (3):52-67.
    This article examines Adam Smith’s views on animals, centering on the singularity of his economic perspective in the context of the general early ethical debate about animals. Particular emphasis is placed on his discussions of animals as property. The article highlights the tension between Smith’s moral sensitivity to animal suffering on the one hand, and his emphasis on the constitutive role that the utilization of animals played in the progress of civilization on the other. This tension is (...)
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  41.  5
    Ethical Dilemmas in Education: Standing Up for Honesty and Integrity.Beverley H. Johns - 2008 - Rowman & Littlefield Education.
    Unethical practices in education come at too great a cost when our future generation is at stake. Educators are role models for students in their future careers and so must believe in and use ethical practices. In politics, in big and small business, and in legal and medical practice the question of ethical practices surrounds us. Have people become desensitized to ethics? Are we condoning unethical practice? Our educational profession must stand up for honesty and integrity. We, (...)
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  42.  7
    Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education.Sara Irisdotter Aldenmyr - 2012 - 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, in a case study in the field (...)
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  43.  42
    Teachers' Ethical Choices in Sociomoral Settings.Jukka Husu & Kirsi Tirri - 2001 - Journal of Moral Education 30 (4):361-375.
    This article discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers (N = 26). Ethical dilemmas are investigated in the theoretical framework of moral relevance and moral conflict (Wallace 1988). Professional ethics challenges teachers to collaborate with colleagues and parents. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and cultural conflicts in the community. The method used in the study is a relational (...)
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  44.  2
    Moral and Political Essays.Lucius Annaeus Seneca - 1995 - Cambridge University Press.
    This volume offers clear and forceful contemporary translations of the most important of Seneca's 'Moral Essays': On Anger, On Mercy, On the Private Life and the first four books of On Favours. They give an attractive, full picture of the social and moral outlook of an ancient Stoic thinker intimately involved in the governance of the Roman empire in the mid first century of the Christian era. A general introduction describes Seneca's life and career and explains the fundamental (...)
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  45.  4
    Knowledge and Attitudes on Early Childhood Oral Health Among Medical and Dental Graduate Students.KumarRaja Gaddam, Rekhalakshmi Kamatham, Sivakumar Nuvvula & Saipriya Pala - 2014 - Journal of Education and Ethics in Dentistry 4 (1):18.
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  46.  1
    Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education.Tricia Bertram Gallant (ed.) - 2011 - Routledge.
    For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher (...)
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  47.  17
    Wisdom and Ethics in Management: The Educational Society and Sustainability.Martin Kelly & Graham Oliver - 2007 - Philosophy of Management 6 (2):107-116.
    In this paper we discuss ‘sustainable management’ which is being advocated by some in the business community. It may be that a professed commitment to sustainable development is merely a way for contemporary businesses to continue with ‘business as usual’ behind its façade. We believe that if businesspractices are to change, then education must change to allow students to live the ‘good’ lives promoted both by early philosophers and now by those professing the merits of sustainable development. The (...)
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  48.  8
    The ‘Subject of Ethics’ and Educational Research OR Ethics or Politics? Yes Please!Jesse Bazzul - 2017 - Educational Philosophy and Theory 49 (10).
    This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices and the notion that one way of being or one voice may be deemed more (...)
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  49.  14
    Some Aspects of Epistemic Value and Role of Moral Instuitions in Ethics Education.Vojko Strahovnik - 2014 - Metodicki Ogledi 21 (2):35-51.
    Moral philosophy has for quite some time practiced the use of thought experiments in argumentative strategies. Thought experiments can be understood as imagined scenarios with a certain level of complexity and novelty, which are usually designed and used to elicit our responses or moral intuitions in order to make our use of key moral concepts clearer or in order to support or reject a particular ethical theory, general moral principle, hypothesis, deeply held moral belief (...)
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  50.  47
    Situated Ethics in Educational Research.Helen Simons & Robin Usher (eds.) - 2000 - Routledge.
    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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