(2000). Learning and Teaching about Values: A review of recent research. Cambridge Journal of Education: Vol. 30, No. 2, pp. 169-202.

Learning and Teaching about Values: A review of recent research

Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character (character education, moral education) and educating for citizenship (citizenship education, civic education) are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship s...

Moral education and character education: their relationship and roles in citizenship education

Key concepts in adult education and training , Key concepts in adult education and training , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

Key concepts in adult education and training

Teaching with and for Discussion.

The central question this article addresses iswhether the emergent shift in knowledgeproduction can transform higher education inSouth Africa to the extent that it becomessocially more relevant. It is my contentionthat higher education transformation in SouthAfrica can become socially more relevant ifguided by the idea of a reflexive praxis whichallows for the integration of ''Mode 1'' and''Mode 2'' forms of knowledge production. I arguethat Mode 1 or disciplinary knowledge should besupplemented by Mode 2 socially distributedknowledge which would cause academics toengender community service which integratestheir research at universities and itsapplication in the broader community. In otherwords, a reflexive praxis needs to be chartedout on the part of academics which would notcause their service to be disengaged from thereal problems in society, but rather, opens uppossibilities for greater social relevance – amatter of ''Mode 2'' supplementing ''Mode 1''.

Knowledge production and higher education transformation in South Africa: Towards reflexivity in university teaching, research and community service

Drawing on classical and contemporary philosophical literature, this approach to citizenship education explores the democratic forms of these virtues, using a wide range of literary and real-life examples that are presented in all their complexity, including their downsides. In this way, it illuminates the ways in which these virtues might be fostered in a democratic society by whole school policies and by individual teachers. In this book, these virtues receive detailed treatment in contemporary work in the philosophy of education.

Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society

VOLUME I: PHILOSOPHY AND EDUCATION PART 1: Philosophy and philosophy of education 1. Paul R. Hurst and R. S. Peters, Education and philosophy 2. Abraham Edel, Analytic philosophy of education at the crossroads 3. Peter Gilroy, The revolutions in English philosophy and philosophy of education 4. R. K. Elliott, Richard Peters: a philosopher in the older style 5. John Haldane, Metaphysics in the philosophy of education 6. Colin V. Evers, Analytic and post-analytic philosophy of education: methodological reflections PART 2: Educational theory and practice 7. Paul H. Hirst, Educational theory 8. Jim Valker, Philosophy and the study of education: a critique of the common sense consensus 9(i). Vilfred Carr, What is an educational practice? 9(ii). Ruth Jonathan, What is an educational practice? A reply to Wilfred Carr 9(iii). David E. Cooper, Practice, philosophy and history: Carr vs Jonathan 10. Jonas F. Soltis, Perspectives on philosophy of education PART 3: Conceptions of education 11(i). R.S. Peters, The justification of education 11(ii). R.K. Elliott, Education and justification 12(i). Paul H Hirst, Liberal education and the nature of knowledge 12(ii). Jane Roland Martin, Needed: a new paradigm for liberal education 13. Michael Oakeshott, Education: the engagement and its frustration 14(i). Jane Roland Martin, The ideal of the educated person 14(ii). Harvey Siegel, Genderized cognitive perspectives and the redefinition of philosophy of education 15. John and Patricia Vhite, Education, liberalism and human good 16. Michael Bonnett, Education in a destitute time 17. Paul H. Hirst, Education, knowledge and practices VOLUME II: EDUCATION AND HUMAN BEING Part 1: Education and autonomy 1. R.S. Peters, Freedom and the development of the free man 2. David E. Cooper, Authenticity, life and liberal education 3. Eamonn Callan, Autonomy and alienation Part 2: Education and the development of mind 4(i). R.K. Elliott, Education and human being 4(ii). Paul H. Hirst, Education and human being: a response to R.K. Elliott 5. R. K. Elliott, Objectivity and education 6(i). D.V. Hamlyn, The concept of development 6(ii). R. K. Elliott, The concept of development: a reply to D.W. Hamlyn Part 3: Intelligence, emotions, imagination and education 7. John Vhite, Intelligence and the logic of the nature-nurture issue 8(i). R. S. Peters, The education of the emotions 8 (ii). John Vhite, The education of the emotions 8(iii). Mary Varnock, The education of the emotions 9. R.K. Elliott, Versions of creativity 10. John Passmore, Cultivating imagination Part 4: Needs, interests, happiness and education 11. R. F. Dearden, 'Needs' in education 12. P. S. Vilson, Interests 13. R.F. Dearden, Happiness and education VOLUME III: SOCIETY AND EDUCATION Part 1: Democracy, pluralism and education 1. James C. Valker, Education for democracy: the representation/participation dualism 2. Amy Gutmann, Undemocratic education 3. Villiam Galston, Civic education in the liberal state 4. Eamonn Callan, Pluralism and civic education 5. Kenneth A. Strike, On the construction of public speech: pluralism and public reason 6. John Harris, A paradox of multicultural societies 7. Richard Pratte, Cultural diversity and education 8. Malcolm Jones, Education and racism 9. Valter Feinberg, Education, work, and democratic identity Part 2: Justice, equality and education 10. David E Cooper, Quality and equality in education 11. Kenneth R. Hove, In defense of outcomes-based conceptions of equal educational opportunity 12. Kenneth A. Strike, Fairness and ability grouping Part 3: Education, schooling and rights 13. Graham Haydon, The right to education and compulsory schooling 14. Joel Feinberg, The child's right to an open future 15. Joseph Diorio, Rights, equality and the ethics of school policy Part 4: Society and schooling: radical challenges 16. Kevin Harris, Peters on schooling 17. Maryann Ayim and Barbara Houston, A conceptual analysis of sexism and sexist education 18. Colin Vringe, Children into workers 19. Penny Enslin, Education for nation-building: a feminist critique 20. Henry A. Giroux, Marxism and schooling: the limits of radical discourse 21. Landon E. Bayer and Daniel P. Liston, Discourse or moral action? A critique of postmodernism 22. Vilfred Carr, Confronting the postmodernist challenge 23. Terence H. Mclaughlin, Politics, markets and schools: the central issues Volume IV: PROBLEMS OF EDUCATIONAL CONTENT AND PRACTICES Part 1: Controversial areas of educational content (1) Moral education 1. Anthony O' Hear, Moral education 2. R. S. Peters, Reason and habit: the paradox of moral education 3. Nel Hoddings, Caring 4. Eamonn Callan, Finding a common voice 5. Betty A. Sichel, Character, community and education 6. Patricia Vhite, Friendship and education (2) Religious education 7(i). Peter Gardner, Religious upbringing and the liberal ideal of religious autonomy 7(ii). Terence H. Mclaughlin, Peter Gardner on religious upbringing and the liberal ideal of religious autonomy (3) The arts and education 8. Bennett Reimer, What knowledge is of most worth in the arts? 9. R. V. Hepburn, The arts and the education of feeling and emotion 10. John Vhite, The arts, well-being and education (4) Critical thinking 11(i). Harvey Siegel, McPeck, informal logic and the nature of critical thinking 11(ii). John E. Mcpeck, Response to Harvey Siegel (5) Gender and education 12. Lyn Yates, Is women's studies a legitimate school subject? An outline of an agenda for discussion 13. Ann Diller and Barbara Houston, Women's physical education: a gender-sensitive perspective Part 2: Educational practices 14. Israel Schfler, The concept of teaching 15. R.F. Dearden, Instruction and learning by discovery 16. David Bridges, Teaching by discussion 17(i). Ivan Snook, Indoctrination and intentions 17(ii). Henry Rosemount Jr., On the concept of indoctrination 18(i). R. F. Dearden, Competition in education 18(ii). Michael Fielding, Against competition: in praise of a malleable analysis and the subversiveness of philosophy 19. Richard Smith, Punishment, discipline and the moral order 20. Randall R. Curren, Coercion and the ethics of grading and testing 21. Paul Hager, Is there a cogent philosophical argument against competency standards? Part 3: Controversial issues of curriculum development 22. Robin Barroy, Curriculum design 23. Robin Barroy, Educational psychology and timing in the curriculum 24. Jane Roland Martin, What should we do with a hidden curriculum when we find one? 25. Cleo H. Cherryholmes, Poststructuralism, pragmatism and curriculum

Philosophy of education: major themes in the analytic tradition

Citizenship education is a complex matter, and not least the place of civic virtues in it. This is illustrated by a consideration of the civic virtue of gratitude. Two conceptions of gratitude are explored. Gratitude seen as a debt is examined and Kant’s exposition of it, including his objections to a person’s getting himself into the position where he has to show gratitude as a beneficiary, is explored. An alternative conception of gratitude as recognition is developed. This, it is claimed, has more relevance to the kind of gratitude it would be appropriate for citizens of a democratic state to feel. The educational implications of these views are indicated.

Gratitude, Citizenship and Education

1. Democratic Principles and Basic Assumptions 2. Realising Democratic Principles: Institutions and Attitudes 3. Political Education 4. Headteachers: A Changing Role 5. Parents' Educational Rights and Duties

Beyond domination : an essay in the political philosophy of education

This paper examines the citizenship test which is part of the UK naturalisation process. The test is based on the government publication Life in the United Kingdom: A Journey to Citizenship. A detailed analysis of its two editions (2004 and 2007) reveals that the conception of the citizen, and the picture of British government and society underlying each are very different. There is, additionally, a mismatch between the rationale offered for the Life in the United Kingdom test and what the latter can in fact test: the attitudes and civic virtues mentioned in the rationale are untestable on-line. A society which aspires to be a democracy, it is argued, needs to scrutinise carefully the fairness and democratic appropriateness of its procedures for admitting new citizens.

/pdf/immigrants-into-citizens-38kp2d8pe6.pdf

Patricia White

Papers

Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society

Philosophy of education: major themes in the analytic tradition

Gratitude, Citizenship and Education

Beyond domination : an essay in the political philosophy of education

Immigrants into Citizens