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There has been a global resurgence of interest in values education at various levels, including school education, research, and policy. In Australia, government initiatives have led to significant curriculum developments and resources aimed at implementing values education programs in all schools. UNESCO's Living Values program operates in 84 countries, while the UK's National Curriculum has prompted efforts to integrate a moral or ethical perspective, particularly through citizenship education. This book contributes to the emerging field of moral and character education in two key ways. First, it presents substantial empirical evidence from the largest UK study on the perspectives of parents, pupils, and teachers regarding moral education and character education. Second, it clarifies the meanings of terms used in the debate, as these terms can vary in interpretation among different contributors and contexts. By addressing these aspects, the work offers suggestions for developing concrete proposals for moral education, particularly in establishing a common language for practitioners in real-world settings.
Achat du livre
Of Good Character, James Arthur
- Langue
- Année de publication
- 2010
- Reliure
- (souple)
Modes de paiement
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- Titre
- Of Good Character
- Sous-titre
- Exploration of Virtues and Values in 3-25 year-olds
- Langue
- Anglais
- Auteurs
- James Arthur
- Éditeur
- Imprint Academic
- Publié
- 2010
- Format
- souple
- Pages
- 128
- ISBN10
- 1845402251
- ISBN13
- 9781845402259
- Séries
- Description
- There has been a global resurgence of interest in values education at various levels, including school education, research, and policy. In Australia, government initiatives have led to significant curriculum developments and resources aimed at implementing values education programs in all schools. UNESCO's Living Values program operates in 84 countries, while the UK's National Curriculum has prompted efforts to integrate a moral or ethical perspective, particularly through citizenship education. This book contributes to the emerging field of moral and character education in two key ways. First, it presents substantial empirical evidence from the largest UK study on the perspectives of parents, pupils, and teachers regarding moral education and character education. Second, it clarifies the meanings of terms used in the debate, as these terms can vary in interpretation among different contributors and contexts. By addressing these aspects, the work offers suggestions for developing concrete proposals for moral education, particularly in establishing a common language for practitioners in real-world settings.