9780275928575 - can we teach ethics? von radest, howard b. (16 Ergebnisse)
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Zustand: New. Num Pages: 162 pages, black & white illustrations. BIC Classification: JNA. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 12. Weight in Grams: 416. . 1989. Hardback. . . . .
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Zustand: New. Num Pages: 162 pages, black & white illustrations. BIC Classification: JNA. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 12. Weight in Grams: 416. . 1989. Hardback. . . . . Books ship from the US and Ireland.
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Hardcover. Zustand: new. Hardcover. The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This thought provoking study examines the foundations of moral education from a philosophical and practical p…erspective. It analyzes some of the typical expectations that cannot be met in the present day approach, and recommends that the teaching of ethics be treated with `theater' as the metaphor, dialogue as the genre, and Socrates as the model. Seen as a necessary and unavoidable classroom activity, moral education is presented from a humanist point of view, with emphasis on the developmental approach of Jean Piaget and his followers, while pointing out the limitations of psychological methods. The author's introduction provides a fascinating overview of the realistic concept that the philosopher's world and the school's world must come together; that moral education needs its own space, faculty and curriculum, and cannot be implemented as an extra or added-on program.In the search for clarification of a relevant approach to the teaching of ethics Howard Radest points out that there can be no clear distinct answer of final wisdom on the subject, and that discussion must go on continually. The findings of research studies are blended with the practice of bringing ethical reasoning to the classroom, and a five-level curriculum is outlined in which moral education is introduced without religious prescription, and which allows administrators to think about ethics in education in a pluralistic society. An important work on a subject of continuing significance today, this study will be welcomed by parents, teachers, administrators and religious leaders. The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Hardcover. Zustand: new. Hardcover. The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This thought provoking study examines the foundations of moral education from a philosophical and practical p…erspective. It analyzes some of the typical expectations that cannot be met in the present day approach, and recommends that the teaching of ethics be treated with `theater' as the metaphor, dialogue as the genre, and Socrates as the model. Seen as a necessary and unavoidable classroom activity, moral education is presented from a humanist point of view, with emphasis on the developmental approach of Jean Piaget and his followers, while pointing out the limitations of psychological methods. The author's introduction provides a fascinating overview of the realistic concept that the philosopher's world and the school's world must come together; that moral education needs its own space, faculty and curriculum, and cannot be implemented as an extra or added-on program.In the search for clarification of a relevant approach to the teaching of ethics Howard Radest points out that there can be no clear distinct answer of final wisdom on the subject, and that discussion must go on continually. The findings of research studies are blended with the practice of bringing ethical reasoning to the classroom, and a five-level curriculum is outlined in which moral education is introduced without religious prescription, and which allows administrators to think about ethics in education in a pluralistic society. An important work on a subject of continuing significance today, this study will be welcomed by parents, teachers, administrators and religious leaders. The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system.Über den AutorHOWARD…B. RADEST is Director o.
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Buch. Zustand: Neu. Can We Teach Ethics? | Howard B. Radest | Buch | Gebunden | Englisch | 1989 | Praeger | EAN 9780275928575 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Buch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This thought provoking study examines the foundations of mora…l education from a philosophical and practical perspective. It analyzes some of the typical expectations that cannot be met in the present day approach, and recommends that the teaching of ethics be treated with `theater' as the metaphor, dialogue as the genre, and Socrates as the model. Seen as a necessary and unavoidable classroom activity, moral education is presented from a humanist point of view, with emphasis on the developmental approach of Jean Piaget and his followers, while pointing out the limitations of psychological methods. The author's introduction provides a fascinating overview of the realistic concept that the philosopher's world and the school's world must come together; that moral education needs its own space, faculty and curriculum, and cannot be implemented as an extra or added-on program.
