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Volume IV looks at the development of moral education, with particular relation to the context of cultural pluralism. Taking a theoretical approach, it discusses philosophical issues of moral relativism as well as the application of theory to good practice.
This volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. The book is organized around four questions: the nature and scope of moral education, the problem of ethical pluralism, psychological considerations in a program of moral education, and the social structure of the school as it relates to moral education. This volume will interest philosophers and social scientists concerned with human behaviour and values. It will be of special interest to those engaged in educational research, to curriculum planners, and teachers.
This work delves into the topic of moral education in America's K-12 schools. Following an introductory historical chapter, it analyzes salient topics and notable leaders in the field of moral education. It treats the issues thoroughly and fairly, providing a heightened understanding of both the major and minor themes in moral education.
This book is the proceedings of the 4th International Colloquium on Interdisciplinary Islamic Studies (ICIIS), which was held in conjunction with the 1st International Conference on Education, Science, Technology, Indonesian, and Islamic Studies (ICESTIIS) in Jambi, Indonesia, on 20-21 October 2021, using blended platforms, in person and online. The Graduate School of UIN Syarif Hidayatullah Jakarta and UIN Sulthan Thaha Saifuddin, Jambi jointly organized the conference. This conference brought together academic researchers, business professionals, and graduate students to share their experiences and research findings on a wide variety of topics related to interdisciplinary Islamic studies. The proceedings are comprised of 52 high-quality papers chosen from more than 250 submissions. Islam and medicine, Islamic education, Islamic studies, psychology, the Qur'an and Hadith, and science and technology are the six issues covered in the papers. This publication is made possible by the committed steering and organizing committees who oversaw and organized the conference, as well as the reviewers for their academic contributions and commitment to assessing papers.
There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of the support for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more.
This book examines the institutional contexts of dramaturgical practices in the changing political landscape of 20th century Germany. Through wide-ranging case studies, it discusses the way in which operationalised modes of action, legal frameworks and an established profession have shaped dramaturgical practice and thus links to current debates around the “institutional turn” in theatre and performance studies. German theatre represents a rich and well-chosen field as it is here where the role of the dramaturg was first created and where dramaturgy played a significantly politicised role in the changing political systems of the 20th century. The volume represents an important addition to a growing field of work on dramaturgy by contributing to a historical contextualisation of current practice. In doing so, it understands dramaturgy not only as a process which occurs in rehearsal rooms and writers’ studies, but one that has far wider institutional and political implications.
Mohism was an ancient Chinese philosophical movement founded in the fifth century BCE by the charismatic artisan Mòzi, or "Master Mo." Its practitioners advanced a consequentialist ethics, along with fascinating political, logical, and epistemological theories, that set the terms of philosophical argumentation and reflection in China for generations to come. Mohism faded away in the imperial era, leaving the impression that it was not as vital as other Chinese philosophical traditions, yet a complete understanding of Confucianism or Daoism is impossible without appreciating the seminal contribution of Mohist thought. The Philosophy of the Mòzi is an extensive study of Mohism, situating the movement's rise and decline within Chinese history. The book also emphasizes Mohism's relevance to modern systems of thought. Mohism anticipated Western utilitarianism by more than two thousand years. Its political theory is the earliest to outline a just war doctrine and locate the origins of government in a state of nature. Its epistemology, logic, and psychology provide compelling alternatives to contemporary Western mentalism. More than a straightforward account of Mohist principles and practice, this volume immerses readers in the Mohist mindset and clarifies its underpinning of Chinese philosophical discourse.
As an annual event, 1st Bukittinggi International Conference on Education (BICED) 2019 continued the agenda to bring together researcher, academics, experts and professionals in examining selected theme by applying multidisciplinary approaches. In 2019, IAIN Bukittinggi successfully held this event for the first time in 17-18 October at Institut Agama Islam Negeri (IAIN) Bukittinggi, West Sumatera, Indonesia. There were 64 papers presented during 2 days at the conference from any kind of stakeholders related with Education, Information Technology, and Mathemathics. Each contributed paper was refereed before being accepted for publication. The double-blind peer reviewed was used in the paper selection. From all papers submitted, there were 38 papers were accepted successfully for publication based on their area of interest, relevance, research by applying multidisciplinary.
The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education. There is not a single context across this broad geographical expanse, rather different religions, different political systems and different values exert influences that create distinctive programmes that characterise different countries. Yet there are also commonalities such as the post-colonial nature of most of the countries portrayed in this book, determined efforts at establishing new national communities and multiple value systems that lead to distinctive local priorities. There are also voices of resistance in these chapters, recognising the realities of local contexts but also recognising the need for change. Social studies education in these contexts may well be descended from its origins in North America, but in South and South Asian contexts, it has taken on new purposes, new forms and new values. Education researchers, policymakers and postgraduate students in comparative education will find the volume useful in its exploration and comparison of the social studies curricular and reforms that shaped them.