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Education is a moral enterprise that shapes human development. The pedagogical visions of educators can be inspired by different worldviews, cultural experiences and political ideas. Moral values are at stake at the level of educational systems, of schools and of individual teachers. At each of the distinguished levels own articulations in moral values, pedagogical goals and suggested practices can...
Worldwide there is currently an enormous interest in values and norms and in the role of education in this matter. This interest stems in particular from the postmodern situation of a lack of common values and norms. The positive side of the postmodern development is the greater autonomy individuals have in constructing their own identity and morality. The problematic site of this postmodern development...
Starting from the existing consensus regarding the theoretical tenets of humanistic education, the present chapter faces the challenge of translating it into educational practice. Based on Aristotle’s insight that the supreme test of education is in actions and results, the present chapter undertakes to bridge the gap between theory and practice. This ‘bridge’ is deployed in four stages. The introduction...
Moral education is a topic that is very much present in the current social discourse. It is one of those subjects that has always been there throughout the history of humanity, as a proprium of our historical report, but above all, it is a question that we cannot evade for the simple reason that it is essentially human. Moral education has been, is – and most likely, will remain – a matter of debate,...
Education which was a site of struggle during apartheid has become a site of transformation (at least at the level of policy) in post-apartheid South Africa. Following the democratic elections in 1994, a myriad of policies were developed (including education ones) signalling widespread changes to the education system. The changes are associated with challenges presented by a rapidly changing and globally...
To be able and willing to become a democratic citizen in a pluralist society, a person needs to develop a positive attitude towards democracy and diversity. This article discusses several elements that are considered prerequisite for a young person to be willing and able to develop this ‘real’ democratic attitude.
There is an old parable about a passer-by seeing a man on his hands and knees searching the ground on a corner under a streetlight. ‘What are you looking for?’ the passer-by asks. Hunched over on his hands and knees, the man replies ‘I’ve lost my car keys.’ The kind passer-by immediately joins him in his search. After a few minutes searching without success, she asks the man whether he is sure he...
Education is an important instrument of social change. In the onward march of society, education plays a pivotal role. It is much more so in developing countries. In the past, education in India was confined to certain sections of the society and the vast majority of the people remained illiterate, ignorant and superstitious. The common people had to follow the religious customs and traditions.
This chapter demonstrates how the dialogical imagination of the novel can help to answer the question how students and teachers from different cultures can coexist and learn together. There are two reasons why the multicultural school is chosen as a case to demonstrate that literary humanism may offer an inspiring perspective on the questions concerning multicultural society.
Everybody claims to understand education, everybody needs education, and everybody talks about education. Yet, the situation in numerous Western education systems raises some knotty problems with regard to their quality. In those countries the first decade of the twenty-first century has been characterized by waves of trenchant public debate on questions of education, teacher training and higher education...
Teaching means working with values. Educating students to become teachers requires making them conscious of how values are embedded in all aspects of their practices and how to handle these values (Bergem, 2003). Bringing this reflexivity into practice is not easy, especially when the level of consciousness goes further than just ‘talking about subject matters’ and extends itself to the level of personal...
By the 1990s, a renewed interest in the ways in which values could be re-integrated in the educational process appeared again in the academic and research world. This interest is presently revamped given the social innovations and changes, the weakening of cohesive traditional value systems, the expansion of the cultural continuum to which individuals are exposed today, and the plethora of choices...
Websites of schools often feature well-sounding phrases like ‘we care for the wellbeing of all pupils’ or ‘we make sure that all students can develop all their potentials’, phrases that are open to multiple and conflicting interpretations. Teachers have difficulty explaining how such statements translate into actual practice, but even more striking, they often do not see such statements as having...
Nothing could be more crucial to democracy than the education of its citizens. Through primary and secondary education, young citizens form, at a crucial age, habits of mind that will be with them all through their lives. They learn to ask questions or not to ask them; to take what they hear at face value or to probe more deeply; to imagine the situation of a person different from themselves or to...
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