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Books on the topic 'Theory of Education Social values'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Shirshov, Vladimir. Moral and spiritual education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996096.

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The textbook examines the nature and function of spiritual and moral education, its principles, basic organizational forms, methods and technologies. The purpose of the publication is to familiarize readers with the methodological, theoretical and practical problems of spiritually-moral education, development of students ' potential positive motivation for self-regulation of their behavior taking into account spiritually-moral values in everyday life. Describes the issues management process of education, criteria and methods of evaluation of the results spiritually-moral development of students. Meets the requirements of Federal state educational standard of higher education of the last generation 44.04.01 direction of preparation "Pedagogical education" (program "Social security"). Designed for students, teachers, undergraduates and postgraduates of the faculty of life safety.

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2

Social theory in education primer. New York, USA: P. Lang, 2009.

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3

Murphy, Mark. Social Theory and Education Research. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2013. http://dx.doi.org/10.4135/9781446286319.

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4

Moss, Bernard. Values in social work. Wrexham: Prospects Training Publications, 1999.

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5

Coe, George Albert. A social theory of religious education. New York: C. Scribner's Sons, 1986.

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6

Chubb, Tom. Social work theory and method. Wrexham: Prospects Training Publications, 1999.

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7

Lu, Houliang. Xenophon's theory of moral education. Newcastle upon Tyne: Cambridge Scholars Publishing, 2015.

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8

Holy sparks: Social theory, education, and religion. Basingstoke: Macmillan, 1997.

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9

Holy sparks: Social theory, education, and religion. New York: St. Martin's Press, 1996.

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10

Robert, Walker. Music education: Cultural values, social change and innovation. Springfield, Ill: C.C. Thomas, 2007.

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11

Walker, Robert. Music education: Cultural values, social change and innovation. Springfield, IL: Charles C Thomas, 2007.

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12

Moral education: Secular and religious. Malabar, Fla: R.E. Krieger Pub. Co., 1989.

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13

The morality of the school: The theory and practice of values in education. London: Cassell, 1990.

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14

Keleti, Peter. From action to interaction: Values, methods, and goals in philosophy, culture, and education. New York: P. Lang, 1989.

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15

Beck, Clive. Better schools: A values perspective. London: Falmer Press, 1989.

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16

Beck, Clive. Better schools: A values perspective. New York: Falmer Press, 1990.

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17

Essays in social value theory: A neoinstitutionalist contribution. Armonk, N.Y: M.E. Sharpe, 1986.

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18

Values, religions and education in changing societies. Dordrecht: Springer Verlag, 2010.

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19

Income distribution theory: Family, social values, and work incentives. Tokyo: University of Tokyo Press, 2001.

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20

Reclaiming knowledge: Social theory, curriculum, and education policy. London: Routledge/Falmer, 2000.

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21

1958-, Burrows Helen, and Player Chris 1951-, eds. Integrating theory and practice in social work education. London: Jessica Kingsley Publishers, 2002.

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22

A theory of value and obligation. London: Croom Helm, 1987.

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23

Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.

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24

Kachʻi kyoyuk ŭi pyŏnchʻŏn kwa kachʻi ŭisik. Sŏul: Sŏul Taehakkyo Chʻulpʻanbu, 2002.

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25

Towards a theory of schooling. London: Falmer Press, 1989.

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26

Dressman, Mark. Using social theory in educational research: A practical guide. New York: Routledge, 2008.

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27

Global values education: Teaching democracy and peace. Dordrecht: Springer, 2009.

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28

Everyday ethics and social change: The education of desire. New York: Columbia University Press, 2009.

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29

F, Carbone Peter, ed. Value theory and education. Malabar, Fla: R.E. Krieger Pub. Co., 1987.

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30

Value Theory in Philosophy and Social Science (RLE Social Theory). Taylor & Francis Group, 2014.

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31

Schattle, Hans, and Jeremy Nuttall, eds. Making social democrats. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526120304.001.0001.

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Amidst ‘Brexit’, a divided and out of power Labour Party, and the wider international rise of populism, contemporary British social democracy appears in a state of crisis. This book, a collection of essays by some of Britain’s leading academics, public intellectuals and political practitioners, seeks to engage with the ‘big picture’ of British social democracy, both historical and contemporary, and point to grounds for greater optimism for its future prospects. It does so in honour of the renowned centre-left thinker David Marquand. Drawing on many of the themes which have preoccupied Marquand in his career and his writing, such as social democratic citizenship, values and participation, the volume offers the original perspective that social democracy is as much about cultures and mindsets as it is about economic policy or public institutions. This points to the importance of education, democratisation, and relationships as under-valued tools in social democracy, which must raise horizons as much as pay packets. It also suggests the need for social democrats to re-visit their relationship with ‘the people’, both so as to be better in tune with their aspirations, and to be able to forge a more lofty and optimistic agenda which challenges both the government and the governed to raise their sights.

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32

Luis, Roniger. The Transformational Role of Culture and Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190693961.003.0007.

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This chapter provides a comprehensive analysis of the experiences and impact of returnees, expats, sojourners, and migrants on the public life, culture, and institutions of their respective societies. It argues that their role has been crucial in shaping major political, social, and cultural transformations. Particularly, the chapter analyzes the varied institutional imprint of many of these individuals, and how they impacted culture and public discourse. The core issues addressed are the role of cultural expressions and academic contributions to the reconstruction and democratization of culture; the contribution of exiled and returning intellectuals and academics to postdictatorial cultural and academic spheres; and the returnees’ contributions in reshaping institutions, particularly higher education. Underpinning these issues is the politics of memory and oblivion, addressed throughout this study, and the impact of human displacement on the reconstitution of ideas, values, and representation and, in turn, their social, political, and institutional consequences.

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33

Zajda, Joseph, and Holger Daun. Global Values Education. Springer, 2009.

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34

Hicks, Mark A. Religious Education in the Traditions. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.11.

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This chapter explores the history, purpose, and aims of religious education in the United States, defined as devotional-based education that promotes religious identity formation. The chapter first differentiates between secular education and religious education in the United States, then considers how issues of theology, social culture, expression of religious freedom, civil rights, personal identity, technology, and demographic shifts shape religious identity formation. The chapter concludes with a discussion of how rituals within religious traditions connect the aspirations of a tradition with instructional practices. It examines how religious education, from a devotional perspective, teaches people how to practice a religious way of life and informs their beliefs, behaviors, and acts of belonging. Religious education, the author describes, is an act of learning by which children, youth, and adults are moved toward living the ultimate values of a community of faith. While the nature of that journey varies widely depending on the aims of a particular religious group, religious education is primarily rooted in the hope that the learner can transcend a particular human socialization in order to achieve an aim that is important to their religious tradition.

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35

Collier, K. G. Social Purposes of Education: Personal and Social Values in Education. Taylor & Francis Group, 2013.

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36

Chancellor, William Estabrook. A Theory of Motives, Ideals And Values In Education. Kessinger Publishing, LLC, 2006.

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37

Chancellor, William Estabrook. A Theory of Motives, Ideals And Values In Education. Kessinger Publishing, LLC, 2007.

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38

Social Theory and Education Research. SAGE Publications, Limited, 2012.

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39

Murphy, Mark, ed. Social Theory and Education Research. Routledge, 2013. http://dx.doi.org/10.4324/9780203557686.

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40

Leahy, Deana, Katie Fitzpatrick, and Jan Wright, eds. Social Theory and Health Education. Routledge, 2020. http://dx.doi.org/10.4324/9781351048163.

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41

A Treatise on Social Theory. Cambridge University Press, 1997.

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42

Runciman, Walter Garrison. A Treatise on Social Theory. Cambridge University Press, 1997.

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43

Bristow, Jennie, Sarah Cant, and Anwesa Chatterjee. Generational Encounters with Higher Education. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209778.001.0001.

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The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

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44

Wilbur, James Benjamin, and University of Akron Staff. Value Theory in Philosophy and Social Science. Taylor & Francis Group, 2015.

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45

Staveren, Van. Values of Economics (Economics As Social Theory). Routledge, 2001.

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46

Staveren, Van. Values of Economics (Economics As Social Theory). Routledge, 2001.

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47

Bell, Linda. Exploring Social Work. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447350712.001.0001.

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This unique study of social work provides a bold and challenging view of the subject from an anthropological perspective. Combining research and personal reflection, the book explores cultural and symbolic representations of social work, evolving identities of social work practitioners and the ways in which they and society now view one another. The book provides a history of social work and asks how we address the taken-for-granted nature of social work. The influences of the state, social policy, and public perceptions (including users of social work services) on social work are explored. It focuses on issues relating to social work education and training in the UK and, comparatively, in a few other countries, and explores views of social workers and social work students about socialisation into the profession. It looks at issues of identity for social workers and explores social work values. The book goes on to explore what social workers say about relationships and partnerships, and how they explain the significance of these concepts to social work, and moves on to consider policies and strategies underpinning social work research and evidence-based or evidence-informed practice. Further investiagtion is given to organisation, symbols and 'cultural representation', before the book concludes by reflecting on why social work and social workers continue to be relevant to society on local, national, and international levels.

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48

Mocombe, Paul C. Oppositional Culture Theory. University Press of America, Incorporated, 2010.

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49

Brekke, John S., and Jeane W. Anastas, eds. Shaping a Science of Social Work. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880668.001.0001.

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In contrast to other helping professions, social work does not currently define itself as scientific, or as a scientific discipline. Starting with the work of John Brekke, this volume considers what a science of social work might look like. These ideas have developed from an extended collaboration among the chapter authors and others. Aspects of the framework described here include approaches to ontology and epistemology (scientific and critical realism); science and the the identity of social work; the context of Grand Challenges for social work; the place of values in a science of social work; the importance of theory in social work science; and how ideas from the philosophy of mind can also inform what a social work science should be. The volume then describes the application of social work science to social work practice, managing the tensions between rigor and relevance, and ways to educate future scholars. The concluding chapter suggests some ways in which this framework might affect social work practice and education in the future.

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50

Whittle, Sean. Theory of Catholic Education. Bloomsbury Publishing Plc, 2014.

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