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    Wyświetlanie 1-11 z 11
    Tytuł:
    The Concepts of Japanese and German Primary School Children Relating to the Topic of Death in the Context of Values Education and the Ethics of Care – A German-Japanese Comparison with Gender Analysis
    Autorzy:
    Marsal, Eva
    Dobashi, Takara
    Powiązania:
    https://bibliotekanauki.pl/articles/781522.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    school
    children
    philosophy
    ethics
    morality education
    Opis:
    Our contribute compares the concepts of Japanese and German primary school children relating to the topic of death, healing in the context of values education and the ethics of care. This is a project of the German-Japanese Research Initiative on Philosophizing with Children (DJFPK), cialis 40mg which aims to facilitate individual autonomy by enhancing philosophical-ethical judgment. It encourages the application and appropriate transfer of values based on philosophical-ethical knowledge and acquired through independent reflection to the situations of daily life.
    Źródło:
    Ethics in Progress; 2011, 2, 1; 24-34
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Sollte man die Angst abschaffen? Warum? Warum nicht? Planung für ein philosophisches Gespräch in einer 5. Klasse
    Autorzy:
    Morf, Eva Zoller
    Bauman, Beat
    Powiązania:
    https://bibliotekanauki.pl/articles/781516.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy
    ethics
    morality
    higher education
    education
    developement
    Opis:
    An der Pädagogischen Hochschule Thurgau PHTG in Kreuzlingen, approved Schweiz, gibt es das Fach ?Mit Kindern philosophieren? für alle Studierenden der Vor- und der Primarschule schon seit deren Eröffnung im 2003. Zuvor hatte ich als Dozentin die Kinderphilosophie bereits 10 Jahre lang an der Vorläufer-Institution ?Kindergartenseminar Amriswil? unterrichtet, damals gekoppelt mit den Fächern Kinderliteratur und Religion.
    Źródło:
    Ethics in Progress; 2011, 2, 1; 39-41
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Philosophieren mit Kindern
    Autorzy:
    Brüning, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/781494.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy
    children
    ethics
    morality
    education
    developement
    Opis:
    Review of Eva Zoller Morf: Selber denken macht schlau. Philosophieren mit Kindern und Jugendlichen. Oberhofen: Zytglogge 2010.
    Źródło:
    Ethics in Progress; 2011, 2, 1; 52-52
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Johna Locke’a koncepcja wychowania moralnego
    The Concept of John Locke’s Moral Upbringing
    Autorzy:
    Raniszewska-Wyrwa, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/957040.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    John Locke
    education
    morality
    virtue
    ethics
    Opis:
    John Locke was an English philosopher, doctor and politician who also contributed to the developmen of educational thinking. His school experiences, as well as those acquired in the role of a teacher, were the impulse behind his deliberations on education. The letters to Edward Clarke, forming an answer to Clarke’s request that he guide his children’s upbringing, provided the opportunity for him to present them. The content that Locke included in his letters was, in time, repeated in Some Thoughts Concerning Education. The ideas on descent and the limits of human cognition presented in his philosophical works are closely related with his views on education. In An Essay Concerning Human Understanding Locke stated that the human mind at the moment of birth is a blank slate (tabula rasa), which through life is filled by experiences. As a result, he attributed much importance to education – it is an integral part of the process of filling the mind with content, and through this shaping the person. Locke stressed that most people are “good or bad, beneficial or not as a result of their education”. He was convinced that there is an unbreakable connection between three areas of education: the moral, mental and physical. Of those three he considered moral education as the most important. He stressed that the aim of education is to guide a person in such a way that enables them to control their aspirations, desires and affections with the mind – and that such skills are the basis of virtue. According to Locke, without virtue and self-discipline it is difficult to act in a reasonable way. He recognised people’s individualism, so he recommended that the methods of education should be fitted to the abilities of the child. He called for the replacement of orders and prohibitions with explanation, habituation, understanding and experience. A child needs to be taught, among other things, to appreciate truth, honesty, respect for others, kindness and restraint from cruelty towards people and animals. According to Locke, this should lead to correct shaping of moral character.
    Źródło:
    Biuletyn Historii Wychowania; 2014, 31; 161-175
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Children Philosophize: the Revival of an Ancient Greek Ideal
    Autorzy:
    Bonecki, Mateusz
    Marsal, Eva
    Nowak, Ewa
    Weber, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/781512.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    school
    morality
    wthics
    philosophy
    Greek philosophy
    Opis:
    Promoting philosophical and ethical education in schools requires academic education of teacher candidates who are able to apply professional methods. In schools, information pills in contrast to the academy, advice philosophy and ethics need to be taught in a practical and interactive way. ?Learning-by-doing?, more about as distinguished from philosophy according to the ?scholastic concept?. Philosophy according to the ?universal concept? deals with questions generally asked not only by philosophers, but by all thinking people
    Źródło:
    Ethics in Progress; 2011, 2, 1; 1-2
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence
    Autorzy:
    Klimenko, Marina A.
    Surdel, Nicholas
    Muir, Kathryn
    Sofia, Fuaad
    Powiązania:
    https://bibliotekanauki.pl/articles/781366.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Morality
    Higher Education
    Online Higher Education
    Moral Competence
    Moral Development
    Opis:
    Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
    Źródło:
    Ethics in Progress; 2018, 9, 2; 44-55
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Moral Competence, Personality, and Demographic Characteristics: A Comparative Study
    Autorzy:
    Karamavrou, Sofia
    Mouratidou, Katerina
    Evaggelinou, Christina
    Koidou, Irini
    Parisi, Ioanna
    Powiązania:
    https://bibliotekanauki.pl/articles/781467.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    morality
    personality factors
    physical education
    school setting
    Opis:
    The development of moral competence is affected by both internal and external factors and has been researched by many scientists. The present study investigated a) whether the five factors of personality, gender and geographical area would affect ones’ moral competence, b) whether the personality factors Openness to Experience, Conscientiousness and Agreeableness would be correlated positively with moral competence in everyday life, whereas Extraversion and Neuroticism would be correlated negatively with morality, c) if there will be differences in students’ moral competence exhibited in everyday life and that expressed in PE/sports framework and d) whether type of school, factors of personality, as well as moral competence exhibited in sports-framework would all be significant factors for the interpretation of a student’s moral competence. The sample consisted of 331 junior high students (7th and 8th graders) (Mage = 12.47, SD = 0.740), who were given the Moral Competence Test Greek Version (Mouratidou et al. 2003), the Moral Judgment Test in Physical Education(Mouratidou et al. 2008), and the Inventory of Child Individual Differences (Besevegkis & Pavlopoulos 1998). The results indicated that of the five-factor personality model only Conscientiousness can affect moral reasoning ability in everyday life and that the type of school can account for less than 5% of variance when predicting moral competence in high school students.
    Źródło:
    Ethics in Progress; 2016, 7, 1; 136-151
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „All New Beginnings are Difficult?”-On Childhood, Politics and Philosophy
    Autorzy:
    Weber, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/781528.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    childhood
    politics
    philosophy
    ethics
    morality
    children
    education
    Opis:
    ?Philosophizing with children? is not an entirely new concept: for example Plato already initiates his philosophical dialogues with young people. And even Kant in his essay What is Orientation in Thinking? (Kant 1991) calls for the early encouragement of reason.
    Źródło:
    Ethics in Progress; 2011, 2, 1; 35-38
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Auch polnische Schüler denken, forschen und gewinnen moralisch-demokratische Kompetenzen. Projekt-Bericht
    Autorzy:
    Leśniewska, Anna
    Bonecki, Mateusz
    Powiązania:
    https://bibliotekanauki.pl/articles/781070.pdf
    Data publikacji:
    2010
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    democracy
    Polska
    ethics
    morality
    philosophy
    education
    school
    bildung
    Opis:
    Im jungen demokratischen Polen finden in der letzten Zeit heftige Diskussionen über die demokratischen Bildung und deren Methoden: gleichzeitig wird die Kondition polnischen Schulsystems ins Visier genommen. Vor allem wirft man der polnischen Schule, about it dass sie ihre Absolventen ohne grundlegende kognitive und praktische Kompetenzen frei lässt: besonders knapp sind da selbständiges Denken und Problemlösenfähigkeit.
    Źródło:
    Ethics in Progress; 2010, 1, 1; 65-67
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Right Book to Help Our Ailing Society to Recover
    Autorzy:
    Kriaučiuniene, Roma
    Powiązania:
    https://bibliotekanauki.pl/articles/781402.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    Moral Competence Test
    KMDD method
    education
    morality
    Opis:
    This paper is a review of Georg Lind’s latest book: How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit (2016), and focuses on the main theme of the book – morality can be taught, the idea that is most encouraging for educators. Many researchers agree that our societies face many problems, such as violence, deceit, corruption, disrespect to the human nature, which on an individual level seem to stem from the lack of moral competence. Therefore, G. Lind’s book is timely, providing answers to those who are concerned about our future. It will be of interest and great value not only for the participants of CeSPeC Summer School of 2016, who were trying to attain the inspiration for an immediate present-day action to reshape our future for the better, but to all of us who are committed to the enhancement of human existence and especially educators, who are engaged in the development of moral competence of their learners. This review is an attempt to prove to the readers that. Lind’s book How to Teach Morality. Promoting Deliberation and Discussion, Reducing Violence and Deceit, is the right book to help our ailing societies to recover.
    Źródło:
    Ethics in Progress; 2017, 8, 1; 197-206
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On the Historical Development of Confucianists’ Moral Ideas and Moral Education
    Autorzy:
    Yang, Shaogang
    Powiązania:
    https://bibliotekanauki.pl/articles/781245.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Confucianist ethics
    basic morality
    moral education in Asian and Pacific regions
    Opis:
    The Confucian ethics which is the main body of the Chinese traditional culture has established its “basic morality” or “mother morality” not only in China, but also in some of the Asian countries. It is formed in the long historical development of more than 2000 years. First of all, it had the contention of a hundred schools of thought in the Pre-Qin Dynasty, and the Confucianist thought with its own colors was formed at that time. When Dong Zhongshu made his suggestions that restrained all other schools but only respected Confucianism, the predominance of Confucianism over the political life had been defined in Chinese society. After the later generations’ cooperating thing of diverse nature with unity of opposites, it was developed into the idealist philosophy of the Song (960 -1279) and Ming (1368-1644). Dynasties, which combined Confucianism, Buddhism and Daoism. The critical development of the modern Chinese society to Confucianist thought made us scholars have a timely reflection on the Confucian ethics. The requirement of constructing a harmonious world in the present time made us further considerate the moral education with Confucianist ethics.
    Źródło:
    Ethics in Progress; 2013, 4, 1; 34-47
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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