Changes in Teachers’ Moral Role: From Passive Observers to Moral and Democratic LeadersDorit Alt, Roni Reingold Springer Science & Business Media, 1 באוג׳ 2012 - 210 עמודים Education for democratic citizenship encompasses cognitive as well as moral characteristics. The responsibility for cultivating these democratic virtues is placed upon the shoulders of educators who are required to create and encourage democratic social life. These characteristics are constantly challenged in present society, in which subject-matter goals and instrumental skills are gaining more importance than socially-valued goals, thus tipping the scales in favour of cognitive skills. Promoting cognitive skills by itself cannot sufficiently influence the formation of a social disposition and could ultimately create, in Dewey`s words, ‘egoistic specialists’ who lack the moral and democratic virtues needed for the creation of genuine social life. This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values: Teachers’ and students’ concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education. This volume provides a valuable text for a wide audience of students, teachers, policy-makers, curriculum designers and teacher educators to use as an updated reference book for pedagogical and research purposes. |
תוכן
1 | |
2 JUST A TEACHER OR ALSO A MORAL EXAMPLE? | 13 |
3 STUDENTS TRENDS AND ATTITUDES ON EXAM CHEATING IN GREEK PRIMARY AND SECONDARY SCHOOL SETTINGS | 30 |
4 TEACHERS PERSPECTIVES ABOUT PARTICIPATION AT SCHOOL | 45 |
5 VOICING OPPRESSED PALESTINIAN WOMEN Guidelines for Multicultural Literature Curriculum | 63 |
6 SOCIAL LITERACY CURRICULUM Education for Significant Democratic DecisionMaking through Integrative Study of Social Problems | 72 |
7 SCHOOLCHILDRENS AND ADOLESCENTS TOLERANCE TO CONTRADICTIONS Towards Democratically Orientated Curriculum Design | 81 |
8 MULTICULTURAL AND DEMOCRATIC CURRICULUM History Problems and Related Metaphors | 93 |
10 CONSTRUCTIVIST TEACHING METHODS Can it Promote CivicDemocratic Participation among Adolescents? | 121 |
11 DIALOGICAL AND REFLECTIVE ACTIVITIES IN THE CLASSROOMS TO IMPROVE MORAL THINKING | 132 |
12 DISCUSSIONBASED TEACHING METHODS ADDRESSING POLICY ISSUES RELATED TO AGRICULTURAL BIOTECHNOLOGY | 147 |
13 PROCEDURAL JUSTICE IN A CLASSROOM WHERE TEACHER IMPLEMENTS DIFFERENTIATED INSTRUCTION | 154 |
14 VALUES AND KNOWLEDGE EDUCATION Experiences with Teacher Trainings | 165 |
15 MORAL AND DEMOCRATIC EDUCATION IN THE CONTEXT OF SCIENCE EDUCATION What Are the Implications for Teacher Education? | 180 |
16 EDUCATING TEACHERS ETHOS | 201 |
9 DISCOVERING VIRTUES WITH CHILDREN An Experience for an Ethical Curriculum | 107 |
מהדורות אחרות - הצג הכל
Changes in Teachers' Moral Role: From Passive Observers to Moral and ... אין תצוגה מקדימה זמינה - 2012 |
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academic activities adolescents ANOVA approach aspects attitudes behavior bilingual immersion schools challenges cheating citizenship classroom cognitive collectivism collectivists concept construct constructivist context contradictions critical cultural decision democracy democratic education differentiated instruction dilemma discussion diverse education of science ethic of care ethical exam example exemplary function experience Gastager gender goals greenhouse effect hidden curriculum immersion programs implement important individual individualistic influence interaction Israel Israeli issues Journal Klaassen knowledge Kohlberg language learning environment means moral and democratic moral courage moral development moral education moral example Moral Role Mortari multicultural Nisbett Observers to Moral Palestinian participation Patry pedagogical perspective Philosophy for Children political possible practice present principles problems procedural justice procedure Psychology questions relationships relevant respect responsibility role model significant social norms Social Psychology society step subjective theories teacher education teaching thinking traditional understanding VaKE values virtues