Relevant bibliographies by topics / Schools Moral education (Secondary) Moral development

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Academic literature on the topic 'Schools Moral education (Secondary) Moral development'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Schools Moral education (Secondary) Moral development"

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Jevtić, Bisera. "TEACHERS’ PEDAGOGICAL ACTIONS AFFECTING THE MORAL DEVELOPMENT OF PERSONALITY." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 67–81. http://dx.doi.org/10.33225/pec/14.58.67.

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The methodology of pedagogical actions within the process of moral education of personality is a part of basic, theoretical and empirical researches in pedagogy. When it is referred to moral training, it is primarily referred to the moral aspect of pedagogical actions affecting the development of personality - the formation of moral awareness as a characteristic of a certain individual’s values. Moral education of personality refers to the moral behaviour and action, the formation of attitudes and the development of moral reasonable interests, the introduction to the moral norms and demands, as well as the process of development of a personality’s moral traits. Moral capacity is expressed through the evaluation of moral acts and through moral action while being in accordance with intellectual capability and developmental logic. The educational role of school can be discussed in general or in a more specific way, depending on the extent up to which the school can contribute to the process of moralisation of individuals and the accomplishment of tasks of moral education. Primary and secondary schools in Serbia do not have moral education as a separate subject, but the curriculum sets certain specific tasks which should be accomplished through classes and all extracurricular activities. In accordance with that, this paper focuses on the problematisation of analysing the role of a teacher in moral education and personality development, as well as the analysis of the attitudes of teachers about the necessity of a separate subject or, at least, a “hidden curriculum” in schools which would refer to moral education. The factorisation of measurement variables shows that the awareness of teachers about techniques and methods of moral education and learning should be heightened, which provides a good direction towards a new research. The obtained results have helped us clarify the general problematisation of moral education, and it is believed that they will contribute to overcoming and advancing the existing situation of the school system in Serbia. Key words: curriculum, moral education, methodology of moral training, moral judgement, pedagogical action.
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Mortier, Freddy. "Separate Values Education and Moral Development in Flemish Secondary Schools." Journal of Moral Education 24, no. 4 (January 1995): 409–26. http://dx.doi.org/10.1080/0305724950240404.

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Cheung, Chau-kiu, and Tak-yan Lee. "Contributions of moral education lectures and moral discussion in Hong Kong secondary schools." Social Psychology of Education 13, no. 4 (May 19, 2010): 575–91. http://dx.doi.org/10.1007/s11218-010-9127-x.

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Patoni, Agus, Wido Supraha, and Anung Al hamat. "EDUCATION METHOD AKHLAK IN SDIT UMMUL QURO." Edukasi Islami: Jurnal Pendidikan Islam 10, no. 01 (February 18, 2021): 197. http://dx.doi.org/10.30868/ei.v10i01.912.

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This research focuses on the background of morals decline in early childhood caused by lack of attention or supervision of parents and schools towards them. Morals in Islamic civilization is a fence that limits both at the same time the upright foundation upon which the glory of Islam. The basic values of Islam and morals are included in every rule of life, various kinds of differences and their development, both individually, as well as society, politics and economics. This research was formulated to describe the various methods of moral education that are applied at SDIT Ummul Quro. This research is a type of qualitative research with a field research approach, aims to explore various methods of moral education through primary and secondary literature relating to the object of research, then integrated with field research in an effort to produce products to be implemented in other institutions. This research resulted in the method of elementary school morals education at the institution, namely: (1) the exemplary method of an educator figure (2) the habituation method was more emphasized to students as recipient subjects (3) the reward and funishment method (reward and sanctions), in the form gift giving and sanctions.
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Et.al, Nadarajan Thambu. "Developing Higher Order Thinking Skills through Blended Learning among Moral Education Students." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 808–19. http://dx.doi.org/10.17762/turcomat.v12i3.788.

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One of the features of 21st-century education is the encouragement of Higher Order Thinking Skills (HOTS). Through the Malaysia Education Blueprint 2013–2025, the government fosters the acquisition of HOTS in all subjects, including moral education subjects. Thus, blended learning, which integrates conventional teaching methods and learning activities that utilize online technology, is considered appropriate as an effective learning method for the digital generation. Therefore, this research aims to explore the potential of blended learning methods in generating HOTS among secondary school students. This qualitative study used 14 participants who were students in moral education classes in two secondary schools. Moral education students are involved in the five steps of the blended learning method: set induction, lesson development, classroom activities, assessment as well as closing and reflection. The findings show that blended learning methods can enhance students' thinking skills, such as the ability to apply moral skills, analyse moral issues, evaluate moral decisions and create instructional materials based on moral content. Therefore, this study proposes that the utilization of blended learning has implications for the learning process, especially in inculcating and developing HOTS among moral education students.
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Lesňák, Slavomír, and Radim Štěrba. "Moral education in the Czech territory in the past and the present." Ethics & Bioethics 6, no. 1-2 (June 1, 2016): 45–57. http://dx.doi.org/10.1515/ebce-2016-0008.

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Abstract The following study presents an analysis of the world of moral education in the Czech environment from its recorded beginnings to the current situation in the Czech Republic. The study contains two parts: In the first section, the authors give an account of the history of moral education and different views on it, while in the second section they analyse the current state of moral education. The authors examine the quality of moral education at primary and secondary schools according to the goals of curriculum documents issued by the Ministry of Education, Youth and Sport of the Czech Republic for schools’ ethical education programmes and subjects dealing with character development. Based on their own research, they compare set goals with practice, draw conclusions and give recommendations not only to primary and secondary schools, but also to higher education institutions, particularly in terms of introducing professional ethics tools and intensifying their use. The authors suggest expanding the ethical climate at schools to contain the atmosphere of recognition, biophile culture and technological scepticism.
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Sultanov, Abdurakhim Abdurakhmanovich. "THE IMPORTANCE OF THE APPLICATION OF THE TRADITIONS OF “TEACHER-SHOGIRD” IN THE FORMATION OF MORAL AND MORAL QUALITIES OF STUDENTS AND STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 30, 2021): 161–66. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-30.

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In the article, important tasks that should be performed in higher and secondary special educational institutions , as well as in secondary schools, in order to integrate the masterpieces of Uzbek national and classical music, as well as musical heritage of “Shashmakom” into the minds of young people, classes in the traditional style" teacher – in the process of using modern information technologies in the teaching of “traditional singing”, important tasks such as providing knowledge to students and students, developing their talents and abilities, educating the younger generation in the national spirit will be resolved. The education of a harmonious person, the formation of his spiritual world, the development of his attention to national values - in fact, should begin with the primary classes of secondary schools. The awakening of love in children to all genres, spheres of art is carried out from that time. Those in the primary classes are threeraydi a lot of students with such multifaceted abilities. The solution of these issues is based on the creative activity of the master artists, on the research conducted in the process of delivering classical music performing arts to fans and the results of the experiments obtained, the experiences of their introduction into the educational process are presented and the solution of the problems that are encountered is expressed.
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Holden, C. "Education for Citizenship: The Contribution of Social, Moral and Cultural Education." Citizenship, Social and Economics Education 3, no. 3 (September 1998): 141–50. http://dx.doi.org/10.2304/csee.1998.3.3.141.

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Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on the extent to which schools are able to build on work currently undertaken in schools in social and moral education, whilst introducing the two new elements. We know little of what teachers think about these three aspects of education for citizenship, what parents want or indeed how children will respond. We also know little about the work that is currently done in schools in the name of social and moral education, the foundation of education for citizenship. This article sets out to review the various interpretations of education for citizenship, including that recommended by the Qualifications and Curriculum Authority, and to report on a small scale research project into teachers' current beliefs and practices in social and moral education. Discussion follows as to whether such practice is an adequate foundation for education for citizenship, and the implications for research and continuing professional development.
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Kačarić, Ninoslav. "Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju." Inovacije u nastavi 34, no. 2 (2021): 162–73. http://dx.doi.org/10.5937/inovacije2102162k.

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The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development, as well as that the ways of conducting religious education, personality and approach in communication of religious education teachers (religious teachers) are important factors of moral development, and that religious education has significant place factors of moral development. Method applied in this study is systematic non-experimental observation and correlation analysis, by which were evaluated and interpreted data collected by questionnaire constructed for the occasion - students expressed their opinion on what contributed the most to their moral formation in terms of age in the faith. Among the important results are: The personality of religious teacher is of great importance and its contribution depends on his knowledge of the content transmitted to the students, and on interesting ways of teaching, by visiting Temples of the Holy Spirit and participation in church worship, while information and communication technologies are less significant. Practical pedagogical implications of these results are devoting special attention to personnel potential of religious teachers.
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Kolycheva, Galina Yu, Irina G. Kalinina, and Svetlana Yu Zavarina. "Development of moral and ethical qualities of primary schoolchildren through a reflective environment (through the example of mathematics and music lessons)." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 263–74. http://dx.doi.org/10.32744/pse.2020.6.20.

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Introduction. The development of pedagogical science requires the introduction of new technologies, forms, and methods of influencing children’s microcommunity. At the present stage of social development, the need for moral and ethical education of the younger generation increasingly arises as the assimilation of external requirements for behavior in accordance with their own convictions, which are actively developing in primary school age. In this regard, it is relevant to study the possibilities of using the reflective environment in multidirectional mathematics and music lessons. The purpose of the study was to study the development of moral and ethical qualities as a result of the organization of a reflective environment at mathematics and music lessons for children of primary school age. Materials and methods. The experimental study was conducted from September 2016 to May 2020. The study was conducted in the Municipal Educational Institution “General Secondary School No. 22” and the Municipal Budgetary General Education Institution “General Secondary School No. 28” in Orekhovo-Zuevo, Moscow Region. Two hundred and twelve schoolchildren studying at these schools took part in the study. The χ2-Pearson statistical test was used for statistical processing. Results. The results obtained during the ascertaining stage of the experiment made it possible to identify and characterize a number of shortcomings in the cognitive, emotional, and behavioral components of the moral and ethical development of primary schoolchildren. In accordance with the need to develop moral and ethical qualities, an appropriate reflective environment was organized in the experimental classes of both schools. The development of moral and ethical qualities of primary schoolchildren through the reflective environment was successful, which is confirmed by statistically significant differences at the control stage of the experiment (χ2 = 42.27>χ20.05). Discussion of results and conclusion. The need for the formation of reflexive abilities in primary school age necessitates the creation of a special environment, the use of effective author’s techniques. It is advisable to include the use of reflective practice-oriented situations in the structure of mathematics and music lessons.
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Dissertations / Theses on the topic "Schools Moral education (Secondary) Moral development"

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Urban, Scott H. "Is a word to the wise sufficeint? : character education in public secondary schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/urbans/scotturban.pdf.

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Smoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Lo, Chi-chun Rita, and 羅賜珍. "Education for personal and social development: case study of a key secondary school in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29760549.

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Jones, Phyllis Johnston. "An assessment of secondary school counselors' HIV-related knowledge, attitude, and stage of moral development." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618423.

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This study focused on secondary school counselors employed in public schools in the state of Virginia. It investigated the direction and strength of the relationship of level of moral development, locus of control, HIV knowledge and HIV attitudes.;Locus of control was measured by Rotter's Internal-External Locus of Control Scale (I-E Scale). The Defining Issues Test (DIT) was used to assess counselor level of moral development. An HIV questionnaire examined counselor attitudes and knowledge. Kohlbery's theory of moral development provided the basis for the study.;It was hypothesized that the level of moral development would show a significant positive relationship with the counselors' HIV knowledge and a significant negative relationship with the counselors' HIV attitudes. Additional hypotheses suggested that the locus of control would relate positively to counselors' HIV attitudes and negatively with HIV knowledge. A significant negative correlation was predicted between counselors' moral level of development and locus of control.;of the 286 secondary schools contacted, 118 counselors elected to participate. They completed an HIV questionnaire, the I-E Scale, and the DIT. All assessments were conducted during the spring of 1995.;Data from the study were submitted to product-moment correlations to test the hypotheses. In addition, step-wise multiple regressions were used to analyze the survey variables: HIV attitude and HIV knowledge.;The data did not support a negative relationship between HIV knowledge and level of moral development. There was, however, a significant negative relationship between HIV attitude and level of moral development. There was statistical support for the existence of a negative correlation between locus of control and counselors' HIV knowledge. The positive relationship between locus of control and attitude was not supported. The study data supported the relationship between counselors' moral level of development and their locus of control. The higher the level of moral development, the lower (internal) the level of locus of control. Additional significant relationships were found and recorded. An analysis of responders versus non-responders on the DIT instrument was performed because of the large number of incomplete or unreturned test forms.;The study's data combined with the results of previous research suggested several areas of application: HIV education for counselors, college curriculum, counselor support groups, school systems, state departments, and professional organizations. While the results of the study apply specifically to secondary school counselors employed in the state of Virginia, there is no reason to believe that the specific location would affect the relationships between variables or limit the applicability to counselors in other states.;Suggestions for further study included expanding the survey to include middle school counselors or to include secondary school counselors in other states. Similar studies might be undertaken to assess counselors' attitudes and knowledge regarding gay adolescents or to determine the absence or presence of counselor homophobia. An additional area for exploration includes a survey of counselor education programs' inclusion or exclusion of HIV/AIDS training.
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Hartounian, Paramsten. "The Relationship between Cognitive Moral Development and Attitudes toward Academic Cheating of Armenian High School Students at an Armenian Private School in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837126.

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Over the past fifty years, cheating among high school students increased substantially and affected the morale of students (Simha, Armstrong, & Albert, 2012). According to a nationally representative survey of 36,000 U.S. adolescents, some 60% of high school students confessed to cheating on a test during the previous school year, and that the behavior among these students had spiked over the past 50 years (Murdock, Beauchamp, & Hinton, 2008). Armenian high school students agree that cheating is morally wrong; however, their actions do not reflect this belief (Bowers, 1964; McCabe & Trevino, 1996; Semerci, 2006). The study aims to address gaps in the literature by using Kohlberg’s (1958) theory of moral development (as cited in Hannah, Lester, & Lester, 2005) to examine how academic dishonesty, such as cheating, is associated with the moral development level of Armenian private high school students in Southern California, and the extent to which, if at all, this relationship is moderated by the degree of students’ performance orientation. No prior research is known to have been done with this specific cultural group in a high school setting.

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Pilo, Lina. "Gymnasieelever och fostran av demokratiska medborgare : En enkätstudie av elevgruppers nivåer av moraliska och kognitiva utveckling." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3110.

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This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.

The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.

The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.

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Ching, Sik-man Sandie. "An exploratory study on moral education in secondary schools : implications for social work practice /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325752.

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Lam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.

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Lam, Chi Chung. "The implementation of curriculum change in moral education in secondary schools in Hong Kong." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018442/.

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In Hong Kong the body responsible for administration of schools and curriculum affairs is the Education Department. In 1981, this body issued the 'General Guidelines on Moral Education in Schools'. At a time when most schools did not have any form of planned or systematic approach to moral education, this was a milestone in the history ofcurriculum development in the Territory. In another respect these Guidelines revolutionalised curriculum change in the Territory in that school-centred strategy was adopted as opposed to the central control traditionally maintained by the central agency, i.e. the Education Department. This study aims at finding out how administrators and teachers in secondary schools responded to the curriculum change, how they implemented it and the results of the change. Three secondary schools with different backgrounds were studied in great depth using ethnographic research methods. Curriculum leaders and teachers of another eight schools were interviewed with a view to refining the propositions developed from these in-depth multi-site case studies. Moral education had, indeed been institutionalised in all the schools studied but most of them did not follow the recommendations ofthe central agency. The implemented curriculum was characterised by content directed towards students' disciplinary problems, a tendency to pass on a set of values to the students, ineffective use ofpupil-centred teaching methods and audio-visual aids, and neglect of evaluation. The schools and teachers did not receive adequate support and resources from the central agency to implement this curriculum change. The curriculum users therefore had to scale down the recommended change to manageable proportions according to their own interpretation and the demands of their environment. For example, there was conscious avoidance of the integrated approach recommended in the Guidelines. In making curriculum decisions, school personnel tend to make a 'practical' stance. They are strongly influenced by the 'culture of teaching'. The over-riding importance of public examination in the Hong Kong system, inevitably lowers the status of moral education in the eyes of the school personnel. A strong subject identity, another characteristic of the teaching culture, clouds teachers' perception oftheir professional responsibility. The emphasis on privacy and teachers' autonomy in the classroom, over-concern for disciplinary problems all affect the implementation of curriculum change in moral education. This study reveals the implementation problems that are present when a school-centred strategy is adopted without adequate support and resources to back it up. It is a lesson which curriculum developers in Hong Kong should take seriously in future developments.
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Ching, Sik-man Sandie, and 程式文. "An exploratory study on moral education in secondary schools: implications for social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247593.

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Books on the topic "Schools Moral education (Secondary) Moral development"

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Cross, Mike. Values education: A staff development manual for secondary schools. Edited by Westall Karen. Lancaster: Framework Press Educational, 1995.

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Keep it simple, make it real: Character development in grades 6-12. Thousand Oaks: Corwin Press, 2009.

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Niemi, Hannele. Is teaching also a moral craft for secondary school teachers?: Cognitive and emotional processes of student teachers in professional development during teacher education. Helsinki: Dept. of Teacher Education, University of Helsinki, 1988.

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Huws, Jones Vanessa, ed. Spiritual and moral development in schools. New York: Continuum International Pub. Group, 2008.

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West-Burnham, John. Spiritual and moral development in schools. [London]: Network Continuum, 2007.

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West-Burnham, John. Spiritual and moral development in schools. [London]: Network Continuum, 2007.

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West-Burnham, John. Spiritual and moral development in schools. New York: Continuum International Pub. Group, 2008.

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Howden, Beverley. Caring and sharing: Facilitating moral development in elementary schools : concepts and activities. Toronto: Lugus, 1991.

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Stilwell, Barbara M. Right vs. wrong: Raising a child with a conscience. Bloomington: Indiana University Press, 2000.

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Dao de fa zhan yu xing wei zhi yan jiu. Taibei Shi: Shui niu chu ban she, 1986.

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Book chapters on the topic "Schools Moral education (Secondary) Moral development"

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Theodoulides, Andrew. "Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development." In A Practical Guide to Teaching Physical Education in the Secondary School, 82–92. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-8.

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"Planning for pupils’ learning in broader dimensions of the curriculum citizenship, social, moral, spiritual, cultural and personal development." In A Practical Guide to Teaching Physical Education in the Secondary School, 83–89. Routledge, 2006. http://dx.doi.org/10.4324/9780203008638-17.

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"Research-Based Fundamentals of the Effective Promotion of Character Development in Schools M A RV I N W. BER KOW ITZ AND MELIN DA C . BIER." In Handbook of Moral and Character Education, 264–76. Routledge, 2014. http://dx.doi.org/10.4324/9780203114896-25.

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Slominski, Kristy L. "Introduction." In Teaching Moral Sex, 1–18. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.003.0001.

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This chapter introduces the ways religion contributed to the major agendas that defined the five historical phases of sex education. The phases include (1) the formation of the early sex education movement out of purity and hygiene movements between 1876 and 1913; (2) the institutionalization of moral education as part of venereal disease prevention programs in schools, YMCAs (Young Men’s Christian Associations), and the military between 1913 and 1925; (3) the shift to family life education between 1925 and 1964; (4) the development of comprehensive sexuality education between 1964 and 1981; and (5) the growth of abstinence-only programs from 1981 to the present. These phases were dominated by organizations like the American Social Hygiene Association (ASHA) and the Sex Information and Education Council of the United States (SIECUS). Religion was prominent in the motivations of the organizations’ founders, the participation of religious sex educators, cooperation with churches and synagogues, and discussions within publications and conferences.
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Abbarno, G. John M. "Corporate Sponsored Education." In The Paideia Archive: Twentieth World Congress of Philosophy, 1–6. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829468.

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The business sector increasingly subsidizes financially challenged institutions. Representative examples would include health care, major sports arenas, and penal facilities. Among the recent beneficiaries of corporate largesse are schools. Such assistance blurs social roles and raises serious moral concerns, especially those of moral agency. Education, more so than other social institutions, determines the kind of citizen and moral character a person can become. Put differently, education operates on virtue development that may override the fiscal logic of profit-maximization practiced by corporations. In this paper I argue that whatever benefit received by struggling schools is short-lived by comparison to the long range influence achieved by a corporation via advertisements that affect the psychological preferences of children. I contend that this makes the exchange unfair insofar as it violates the autonomy of the student. Education should provide a free and open atmosphere in which critical points of view are discussed. If corporations are permitted untrammeled access to schools, social views may become one-dimensional. Economic salvation would effectively trade on the moral failure of schools.
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Grant, Candace T., and Kenneth A. Grant. "Improving Moral Behaviour in the Business Use of ICT." In Business Education and Ethics, 1178–200. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch060.

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The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field – Positive Psychology -- provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: (1) examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; (2) describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; (3) discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 (DIT2) and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
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Griffin, Gillian. "Integrity as a Core Value in Organizations." In Handbook of Research on Teaching Ethics in Business and Management Education, 327–40. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch019.

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In recent years, the teaching of ethics in business schools has become more common. However, despite positive interest and the quantity of literature, there remain serious shortcomings and incidents of unethical behavior by corporations. Unfortunately, rules, principles, values and virtues are usually presented in a fragmented fashion, often confusing ethical theories. Rarely is the role of character and virtue in moral reasoning considered and little has been written to illustrate moral judgment as integral to practical reasoning in ethical decision making. This chapter defines the strengths and weaknesses of duty and organizational values and illustrates the interconnectedness of rules, values and virtues. Unless the crucial element that character plays in organizational ethics is considered, it becomes a simple philosophical comparison of ethical theories. An integrated component of duty, values and virtue provides a clearer definition of virtues and their relationship to personal development, the professional role and the public good.
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Zgheib, Philippe W. "Ethics Perception." In Business Education and Ethics, 800–814. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch041.

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Education is one of the most consistent and powerful correlates to the development of moral judgment in individuals. Education builds theoretical and some practical basics for making more effective ethical decisions. Educators influence students in their learning about business ethics, but ethics can be considered as continuous knowledge, which could be taught and learned in ways different from teaching traditional sciences. However, teaching of ethics is possible because the aim is to create certain skills and build the basics for promising wise thinking for proper decision making. Building ethical awareness in a diverse society implies building awareness in schools and universities by having ethics as a university requirement. Teaching of ethics must start from early school stages and must engage parents actively. Integration of a code of ethics in the curriculum is brought to life by addressing real life stories of unethical behavior. This chapter explores the learning and teaching of ethics.
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"• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class." In Targets for Tomorrow's Schools, 63. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-13.

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Conference papers on the topic "Schools Moral education (Secondary) Moral development"

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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.

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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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Holovska, Iryna. "THE TEACHER’S ROLE IN ORGANIZING THE EFFECTIVE INTERACTION OF SECONDARY SCHOOLS, OUT-OF-SCHOOL EDUCATIONAL ESTABLISHMENTS AND A FAMILY IN THE PROCESS OF JUNIOR PUPILS’ MORAL DEVELOPMENT." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_11.

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Jonášková, Gabriela, and Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Agapov, Valerii Sergeevich, and Liubov Georgievna Ovda. "Comparative Analysis of Desires and Ideals in the Structure of the Value Sphere of the Personality of Younger Schoolchildren." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96994.

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The article presents the generalized results of a comparative empirical study of the manifestation of desires and ideals in the structure of the value sphere of the personality of younger school choldren in secular (n=218) and orthodox (n=212) schools. The orientation of meeting the needs of younger schoolchildren and its classification is shown. The analysis of the identified ideals and role models of modern younger schoolchildren is compared with the results of a study of the ideals of children in Germany and America conducted in the early twentieth century. General and specific results of comparative analysis of empirical data are presented. The author proves the need to develop and implement in the practice of spiritual and moral education programs of psychological and pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren in cooperation with the school, family and Church. At the same time, the methodological significance of the anthropological principle of education with its religious-philosophical, psychological and pedagogical aspects is emphasized.
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