Moral Development and Moral Education (Routledge Revivals) PDF Download

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317488121
Category : Education
Languages : en
Pages : 188

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Book Description
First published in 1981, this collection of essays was taken from Peters’ larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students. Peters’ background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: ‘Freud’s theory of Moral Development in Relation to that of Piaget’ and ‘Moral Education and the Psychology of Character’. He also displays balance in his acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today.

Author: R.S. Peters
Publisher: Routledge
ISBN: 131748617X
Category : Education
Languages : en
Pages : 1588

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Book Description
R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317498712
Category : Education
Languages : en
Pages : 160

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Book Description
First published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author’s teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.

Author: R.S. Peters
Publisher: Routledge
ISBN: 1135170460
Category : Education
Languages : en
Pages : 420

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Book Description
A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include:the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching.

Author: Stefaan E. Cuypers
Publisher: Wiley-Blackwell
ISBN: 9781444332964
Category : Education
Languages : en
Pages : 0

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Book Description
Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny

Author: Donal G. Mulcahy
Publisher: Rowman & Littlefield
ISBN: 9780742561229
Category : Education
Languages : en
Pages : 244

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Book Description
Liberal education has long been a fascination for scholars in a variety of disciplines and is closely associated with the idea of the educated person. Seen at one time as a matter for colleges and universities, over the years it has become central to the debate surrounding general education in high school and even the earlier grades. Yet so many and varied are the uses of the term 'liberal education' that the question arises of whether and how the idea is any longer a useful or helpful construct. In what way might it speak helpfully to educational challenges we face today? In what ways does it still speak helpfully to educational challenges we face today? In what ways might it be a guide as we search for a better way forward? These are the central questions that are addressed in this book. In doing so, the positions of three theorists--John Henry Newman, Mortimer J. Adler, and Jane Roland Martin--who have written about liberal education in a compelling way and from different perspectives are selected for close analysis. The analysis is built upon to fashion a new ideal of the educated person and a new theory of liberal education.

Author: Paul H Hirst
Publisher: Routledge
ISBN: 1136492291
Category : Education
Languages : en
Pages : 162

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Book Description
This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of ‘education’ in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317494784
Category : Education
Languages : en
Pages : 334

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Book Description
First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal to both teachers and students of philosophy as well as education.

Author:
Publisher: BRILL
ISBN: 9004431179
Category : Education
Languages : en
Pages : 274

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Book Description
This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.

Author: Michael Hand
Publisher: Routledge
ISBN: 1317483049
Category : Education
Languages : en
Pages : 259

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Book Description
Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education can and should be fully rational. It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views. But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recognise and understand their authority. This is an original and important contribution to the philosophy of moral education, which lays a new theoretical foundation for the urgent practical task of teaching right from wrong.