Suchergebnisse

This volume fills a unique gap in the knowledge base the juncture between leadership, ethics, law, and how public institutions/organizations understand and practice the essence of all three. Authors from law enforcement, corrections education, and educational leadership present different yet overlapping constructs around ethics and law, and make an important step towards reconciling these differing views to demonstrate the significance of collaboration and partnerships for a common purpose. The volume develops a coherent theory on how multiple organizations can collaborate to gain 'public trust' for the 'greater good' of communities and society at large from the perspectives of law and ethics. Providing a broad-based view of the intersection where law and ethics meet leadership in multiple professions it sets the stage for the discussion of significance and timeliness of ethical behaviors and practices towards solving long lasting issues in education, corrections and law enforcement organizations. Implications for policy and practice are examined as well as creating an environment where the future discourse and direction of ethics and law in multiple organizations are discussed.

A long shadow : the American pursuit of political justice and education equality / James D. Anderson -- The progressive movement in American education : a perspective / Lawrence A. Cremin -- What "counts" as educational policy? : notes toward a new paradigm / Jean Anyon -- Toward a politics of disability : definitions, disciplines, and policies / Harlan Hahn -- Functional and conflict theories of educational stratification / Randall Collins -- Unequal childhoods : class, race, and family life / Annette Lareau -- Experience and education / John Dewey -- Wide-awakeness and the moral life / Maxine Greene -- Toward a critical race theory of education / Gloria Ladson-Billings and William F. Tate -- Re-imagining multicultural education : new visions, new possibilities / Sonia Nieto -- Preventing and producing violence : a critical analysis of responses to school violence / Pedro Noguera -- "But I'm not gay" : what straight teachers need to know about queer theory / Elizabeth J. Meyer -- Black girls matter : pushed out, overpoliced, and underprotected / Kimberlé W. Crenshaw -- Additional complexities : social class, ethnicity, generation, and gender in Asian American student experiences / Stacey J. Lee.

Women's Higher Education in the United States -- Series Foreword -- Acknowledgments -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Thoughts on the History of Women's Education, Theories of Power, and This Volume: An Introduction -- Thinking Theoretically -- Foucault and the Sinews of Power -- Foucault and Moral Orthopedics -- Who Is Woman? -- An Overview of This Volume -- Outline of Chapters -- Notes -- 2 "She Pursued Her Life-Work": The Life Lessons of American Women Educators, 1800-1860 -- Notes -- 3 "Cruel and Wicked Prejudice:" Racial Exclusion and the Female Seminary Movement in the Antebellum North -- Notes -- 4 The Endorsed and Spontaneous Reading and Writing Exercises of Students in Early State Normal Schools in Massachusetts (1839-1850) -- Development of Massachusetts State Normal Schools -- Formal, Endorsed Curriculum -- Less Constrained, Informal Curriculum -- Concluding Reflections -- Notes -- 5 Chinese Female Students in the United States, 1880s-1990s -- Pioneer Chinese Female Students: 1881-1930s -- Wartime and Postwar Chinese Female Students: 1940s-1950s -- Contemporary Chinese Female Students: 1960s-1990s -- Conclusion -- Notes -- 6 The Black Female Professoriate at Howard University: 1926-1977 -- The First Generation of Black Women Professoriate -- The Fight for Gender Equity -- Women's Faculty Club -- Conclusion -- Notes -- 7 Research at Women's Colleges, 1890-1940 -- Vassar College: History and Economics -- Mount Holyoke: History, Economics and Sociology -- Smith College: History and Economics -- Goucher College: History, Economics, and Sociology -- Conclusion -- Notes -- 8 A Coeducational Pathway to Political & Economic Citizenship: Women's Student Government and a Philosophy and Practice of Women's U.S. Higher Coeducation Between 1890 and 1945 -- Coeducation and Deans of Women: A Brief History

This Systematic Literature Review (SLR) aims to address and identify academic progress in the subject of Values Education at Higher Education Institutions in the XXIst century and adapt it today´s context. The point of departure for this international study was based on a systematic database review (Dialnet, Redalyc and Scielo); A total number of 35 articles from Latin America were found based on the following four inclusion criteria: 1. Database Search: Dialnet, Redalyc and Scielo, 2. Fields that included the term Values Education; 3. Studies that covered periods ranging from 2013 – 2018 and, 4. Open access. A final sample of 14 research papers was collected. According to our findings, Higher Education Institutions (HEI) must rethink their purpose and commitment to society in order to educate students with solid ethical and moral values. Faculty requires more training in employing pedagogy skills aimed at teaching good critical thinking and decision-making skills based on a values scale consistent with XXIst century needs and economic and social contexts, directed at enacting government policies in values education. It is suggested that future research focus on implementing and proposing values considered as valid for today´s context. ; La presente revisión sistemática de literatura (SLR) pretende abordar e identificar la producción académica en la temática de educación en valores para la Educación Superior del siglo XXI, donde se verifica la necesidad de basar la educación en valores en el contexto actual. Esta investigación, toma como punto de partida la indagación internacional a través de la revisión sistemática en bases de datos Dialnet, Redalyc y Scielo; se localizaron un total de 35 artículos de países de Latinoamérica mediante un proceso de clarificación y con cuatro criterios de inclusión: 1. Búsqueda de estudios en bases de datos en Dialnet, Redalyc y Scielo; 2. Pertenecientes al campo educación en valores en el nivel superior; 3. Investigaciones desarrolladas en los periodos 2013 al 2018, 4. De acceso abierto, se conformó una muestra final de 14 trabajos de investigación. Los hallazgos sostienen la participación de las Instituciones de Educación Superior (IES) para replantear su propósito y compromiso con la sociedad para la formación sólida de profesionistas con valores éticos y morales, la preparación del cuerpo docente que emplee una pedagogía orientada a la buena toma de decisiones y actitudes reflexivas apoyándose de un diseño de escala valoral acorde a las necesidades y contexto económico y social en el alba del siglo XXI, así mismo; se desate la ejecución de políticas educativas orientadas a la educación en valores. Se sugiere para futuras investigaciones la publicación de resultados referentes a la implementación y ejecución de propuestas valorales que los autores sitúan como válidas para el contexto actual.

Spiritual element is a necessary component in the education of the military personnel. Without spirituality, it is difficult to educate a person in the qualities of self-sacrifice, discipline, sense of responsibility and honor, which are necessary for the defender of the Motherland. The Army not only teaches a military profession and creates physical fitness, but also educates high spiritual and moral qualities based on patriotism, which is impossible without the participation of the Holy Church.
Realizing the importance of spiritual education of servicemen in the Armenian Army, the spiritual leadership or military chaplaincy of the Armed Forces of the Republic of Armenia was established in 1997. Its mission is to teach soldiers Holy Bible and tenets of Christian faith, according to the creed of the Armenian Apostolic Holy Church, as well as
to educate them with Christian moral principles and patriotic spirit of selfless service to the interests of the state and nation.
Faith helps a person to maintain discipline, to overcome fears and call of the self-preservation instinct in case of danger, and first of all during military actions. Certainly, spiritual, moral and ideological education among military personnel automatically raises the level of discipline, psychological stability, morale, conscious fulfillment of one's duty of the Motherland Defender, their fighting ability and professionalism.

The purpose of this article is to characterize trust in higher education as a fundamental problem of sociological research, review existing achievements in its analysis and the presentation of experience in the empirical study of trust in higher education facilities of the Ural macro-region. Trust is interpreted by the authors as a major non-material asset of the development of higher education in a situation of crisis, social and economic uncertainty. It is proposed to consider the establishment of trust and the formation of a culture of trust in higher education as a constructive way to implement positive changes in the institution and the country's system of higher education, increasing its social effectiveness. Substantiated is the need for an interdisciplinary methodology for studying trust in higher education, developed at the intersection of sociological, psychological, socio-psychological, economic, moral and professional-ethical, educational, and management approaches. Going beyond the narrow disciplinary route, according to the authors, provides an opportunity to identify the resource potential of trust as an non-material asset. This article shows the main directions for researching trust in higher education in foreign and Russian science. The discourse of trust in higher education is shown as undergoing dynamic changes. On this basis, there are prospects for the further theoretical and empirical study of this problem. Data from the empirical study of trust as a new resource of higher education in the aforementioned Russian macro-region demonstrates the most acute contradictions given its current state and development, which have to do with an ever growing distrust in educational policies and the strategies for their implementation.

Said Nursi said that in moral education is based on his understanding of the Qur'an and the inspiration of Allah SWT. The main task of moral education is to strengthen the principles possessed by humans to achieve human levels such as harmonious and balanced prophet in a positive way that gave birth to a noble attitude with morality karimah. There are 9 principles relating to morals contained from some books by Said Nursi, namely strengthening the faith, clinging to the Qur'an, the importance of understanding the essence of human creation, the importance of understanding the universe, the importance of understanding the 'al-Husna asthma, the importance of knowing Signs of doomsday, the importance of believing the end of the world, imitating the prophet Muhammad, and inculcating sincere, piety and alms. And from some of the principles / morals above, the most fundamental thing in strengthening his understanding is his interpretation of God, man, and the universe. First morality to God is related to the principle of strengthening the faith. Said Nursi believes that the ultimate faith in living a life. The faith in question is faith that is sufficient in the faith. Second is morality to man, is a manifestation of understanding the real creation of man. Humans have a tendency to goodness and always to the right path. And thirdly, the morals to the universe, Said Nursi says that the universe with all its elements, from the largest to the smallest, from inanimate to living things, are all created with a dose corresponding to their respective portions. Perspective Said Nursi about moral education, of course, very relevant to the context of character education as proclaimed by the government at this time. Theoretically Said Nursi's thought is based on al-Qur'an as-Sunnah and in practice can provide spiritual values through reason and morals so it is expected to change society to be morally in everyday life, both at school and at home.

Abstract "Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Democracy and Education by Paula Lynne Argentieri Doctor of Philosophy in Education and the Designated Emphasis in Gender and Women's Studies University of California, Berkeley Professor John Hurst, Chair This dissertation responds to a call for a model of education in the 21st century that allows students to become the globally responsible, critically engaged, and caring citizens our world needs now. The question remains, how do we move beyond good ideas, strong philosophies, and powerful messages to answer this call in practice? That question is of great concern now and thus is central to my motivation for conducting research on an existing pedagogical model in higher education--one that might convert these sound ideas into a lived reality for our future. At the University of California, Berkeley, Education 190: Current Issues in Education has fostered a rigorous experiential inquiry into our nation's education system. One former student reflected, "In our desire to change society, we began by changing ourselves: WE deconstructed our own educational experiences and reconstructed them in the context of one another's, creating a community whose stories brought to life the abstract theories in the literature." The emerging pedagogy of this course, founded on theories of more popular and democratic education, eventually spawned a transformative educational program at Berkeley and a non-profit organization in the state of California. The pedagogy in motion is a focus of this study, along with the students' conceptualizations of the learning experience, as many said it represented a "visceral change" in their lives, and a "monolithic milestone" in their education and careers. Over the course of a decade, I conducted an ethnographic and participatory longitudinal research project on this democratic pedagogy that I engaged in as educator from 2002-2010. I catalogued student written reflections (journal entries, papers, portfolios) for 18 semesters. During Spring 2007, I engaged in the course as participant-observer and captured field notes and in-class interviews. I continued research from 2010-2014 by conducting post-class interviews with the students. My findings are based on their voices and take-aways 5 to 7 years after the experience, as well as my own reflection. My conclusion after researching this pedagogical phenomena in practice is, in the 21st century, we must provide a practice in the higher education classroom that matches the moral and biological imperatives of humanity and of the planet we co-inhabit. We must problematize antiquated ideas and practices regarding epistemology and pedagogy and move beyond an over-emphasis on evaluative grading, competition, sorting, comparing, and regurgitating. We need new forms of knowledge production and new teaching practices in higher education that meet the demands of human development toward an emerging global awareness, with interdependence and cooperation as central principles. The findings of this study demonstrate that this type of education- the type practiced in Ed 190- fosters leaders who have the skills and motivation needed to make the types of changes we envision for our shared humanity.

Abstract Environmental and social problems are already a global issue. The issue has raised the concept of sustainability and has received great attention from governments, companies, environmentalists and educational institutions. Many educational institutions have incorporated sustainability education into the curriculum. However, few scientists criticized that the institutions have proven failed in educating students making the right decision. Islamic sustainability education should be an important part of creating a good relationship between people and the environment. All accounting students studying in a higher institution should be equipped with sufficient knowledge to deal with sustainability. Education in higher institutions should not only emphasize the needed skills and knowledge, but it must also instill the religious standards and the commitment of students toward sustainability. The objective of Islamic sustainability education basically to encourage students to reflect on the kind of sustainability issues that they might encounter, so that they will be sensitive to situations that include a sustainability component. If Muslim accounting students are sensitive to sustainability issues, then they are likely to use Islamic moral dimensions in resolving the sustainability problems. Keywords: Islamic sustainability, accounting, education, higher institutions

The study is focused on determining the priorities of state policy in the field of national-patriotic education of students by forming a Ukrainian identity based on the national values of the Ukrainian people. Today, under the conditions of military aggression of the Russian Federation and information and psychological influence, the imposition of alien identity, Ukraine observes active changes in the public consciousness, in the system of values, ideals, and the spread of patriotic sentiments. Legislative initiatives aimed at strengthening the Ukrainian society's national value and semantic identities play an important role in this process. The formation of national-patriotic values of student youth should become a priority of state policy, as young people are the most active part of the Ukrainian population. Young people, being in the constant dynamic development of the value-emotional sphere, act as a driving force, impacting by their views the development of the Ukrainian statehood. The Strategy of National-Patriotic Education, approved by the Decree of the President of Ukraine dated May 18, 2019, No 286/2019, is based on the idea of strengthening Ukrainian statehood as a consolidating factor in the development of the society, formation of patriotism, and establishment of national values. However, the article draws attention to the insufficient reflection of humanitarian issues, in particular the role of national values in the formation of national interests and goals in the strategic security documents of Ukraine. Among the problems to be addressed, the Concept of the State Targeted Social Program of National-Patriotic Education for the period till 2025 indicates the unsystematic nature of forming an active civic position for the establishment of the citizens' national identity based on the spiritual values of the Ukrainian people, national identity, as well as low development of patriotic, military-patriotic, and spiritual-moral education. Thus, the strengthening of national value and semantic dominants in developing and implementing a holistic national policy of national and patriotic education of students will contribute to the unity and consolidation of the Ukrainian society under today's challenges and threats.