Education with Character: The Moral Economy of Schooling
Psychology Press, 2003 - 176페이지
The establishment of citizenship education as a compulsory subject has recently been accompanied by the government's policy of 'promoting education with character.' Schools are identified as having a crucial role to play in helping to shape and reinforce basic character traits that will ultimately lead to a better society. This radical new policy is explicitly linked to raising academic standards and to the needs of the emerging new economy.
This book provides an introduction to character education within the British context by exploring its meanings, understandings, and rationale, through the perspective of a number of academic disciplines. The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers how British schools can implement character education successfully and what lessons we can draw from the American experience.
This book will be of interest to academics, researchers, policy makers and teachers with responsibility for citizenship education in their schools.
다른 사람들의 의견 - 서평 쓰기
서평을 찾을 수 없습니다.
Character and the litany of alarm
An historical perspective on character formation
The virtues of character
Theological insights into character
Theories of character development
The politics of character
The social foundations of character
기타 출판본 - 모두 보기
accepted actions activities adopted advocated appears approach argues Aristotle attempt authority become behaviour believed building called Catholic character development character education character formation child choices Christian Church claim clear cognitive concept concerned conduct considered critical culture curriculum defined describes discussion economic effective emphasis encourage ethics example experience feelings formation given goals habits human idea important individual influence interest involved kind knowledge learning live means methods moral education nature parents particular person philosophy political positive practices principles produced programmes promote pupils question rational reasoning recognize reflection religious respect responsibility result role rules says schools seek sense simply skills social society stage success suggests taught teachers teaching theory things thinking tion traditional understanding values virtue ethics virtues Whilst wrong young