Suchergebnisse

การศึกษาครั้งนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาหาสาเหตุการขยายตัวของการเรียนการสอนรัฐประศาสนศาสตร์ระดับบัณฑิตศึกษาในประเทศไทย 2) ศึกษาปัญหาและผลกระทบอันเนื่องมาจากการขยายตัวของการเรียนการสอนดังกล่าว 3) วิเคราะห์แนวทางในการแก้ไขปัญหา โดยกลุ่มตัวอย่างที่ใช้ในการศึกษาวิจัยในครั้งนี้ จะประกอบด้วยคณาจารย์สาขาวิชา รัฐประศาสนศาสตร์ ผู้บริหารจากสำนักมาตรฐานประเมินผลอุดมศึกษา และนักศึกษาในหลักสูตรรัฐประศาสนศาสตร์ทั้งในระดับปริญญาโท และปริญญาเอก จากสถาบันอุดมศึกษาต่าง ๆ ทั้งนี้ ผู้ศึกษาได้ดำเนินการเก็บรวบรวมข้อมูลโดยการศึกษาวิจัยเอกสาร การสัมภาษณ์เชิงลึก และการแจกแบบสำรวจความคิดเห็นและทัศนคติเพื่อใช้เป็นข้อมูลสนับสนุนประกอบการศึกษาวิจัย ผลการศึกษาพบว่า สาเหตุสำคัญที่ทำให้การเรียนการสอนรัฐประศาสนศาสตร์ระดับบัณฑิตศึกษาเกิดการขยายตัวอย่างรวดเร็วอันเนื่องมาจากการสนับสนุนและความต้องการจากหน่วยงานภาครัฐ ค่านิยมและความต้องการของนักศึกษาและความเห็นแก่ตัวเพื่อมุ่งแสวงหาผลประโยชน์ของมหาวิทยาลัย โดยผลกระทบจากการขยายตัวของหลักสูตรที่ไม่มีมาตรฐานและคุณภาพนั้นจะส่งผลให้นักศึกษาที่จบการศึกษาไม่มีคุณภาพ และเจตนารมณ์ในการผลิตบัณฑิตที่มีคุณภาพถูกบิดเบือนไป สำหรับแนวทางในการแก้ไขนั้น ควรจะมีการเสริมสร้างจิตสำนึกที่ดีและปลูกฝังค่านิยมที่เหมาะสมให้แก่มหาวิทยาลัย นักศึกษา ตลอดจนสร้างการมีส่วนร่วมในการตรวจสอบจากภาคประชาชน ; This study investigates the causes and consequences of the rapid expansion of public administration education at the graduate level in Thailand. The study will also analyze the ways to handle the negative consequences arising from the expansion. The populations and samples of the study are: PA teachers, executives of the educational organization which monitors the standard and quality of graduate studies in Thailand, and MPA and PH.D students in both public and private universities. The research methods used are: documentary research, in-depth interviews and survey research. The study concludes that the causes of PA educational growth originate from the need of government for qualified personnel and the growing popularity among Thais to enroll in MPA programs. Another reason for the growth of PA graduate studies is that several universities are driven by profit making goals. As a result, the standard and quality of PA graduate studies has fall short of conventional standard as prescribed by the Office of the Higher Education commission. To improve the standard and quality of PA graduate education in Thailand we need to encourage moral consciousness and cultivate proper values among university administrators, teachers, and students. More citizen participation should be encouraged to be involved in checking and monitoring the standard and quality of public administration education in Thailand.

Pluralism has become the defining characteristic of many modern societies. Not only a plurality of individual and social claims and activities gain impacts on societal life. A creative pluralism of institutions and their norms profoundly shape our moral commitments and character – notably the family, the market, the media, and systems of law, religion, politics, research, education, health care, and defense. In the theoretical, empirical, and historical contributions to this volume, specialists on medicine, medical ethics, psychology, theology and health care discuss the many challenges that major transformations in their areas of expertise pose to the communication and orientation in late modern pluralistic societies. Contributors come from Germany, the USA and Australia.

В статье затронута проблема нравственного воспитания молодежи в современном гражданском обществе. Отмечено, что социальная среда способна оказать на подрастающие поколения как позитивное, так и негативное воздействие. Выявлено, что здоровый нравственный климат в коллективе и семье - основа ответственного отношения молодого человека к правовым нормам. Место индивидуальности в современном социуме зависит от понимания молодежью своей роли в формировании гражданского общества. Особое значение для формирования нравственных качеств имеет освоение ценностей демократического общества. В качестве явления, препятствующего формированию нравственных ценностей гражданского общества, выделена бюрократия. ; The article deals with the problem of moral education of youth in the modern civil society. It is emphasized, that the social environment exerts both positive and negative influence on the younger generation, and the healthy moral climate in the team and the family is the foundation of responsible attitude of young people to the legal norms. The place of individuality in the modern society depends on youth's understanding of their role in the process of civil society formation. The familiarization with the democratic values has special relevance for the formation of the moral qualities. The bureaucracy is highlighted as a phenomenon that prevents the moral values development in the civil society.

Frontmatter -- Contents -- Foreword: China's Encounter with Michael Sandel / Osnos, Evan -- Justice, Harmony, and Community -- Community without Harmony? A Confucian Critique of Michael Sandel / Li, Chenyang -- Individual, Family, Community, and Beyond: Some Confucian Reflections on Themes in Sandel's Justice / Bai, Tongdong -- Justice as a Virtue, Justice according to Virtues, and / or Justice of Virtues: A Confucian Amendment to Michael Sandel's Idea of Justice / Huang, Yong -- II. Civic Virtue and Moral Education -- Sandel's Ideas on Civic Virtue / Huiling, Zhu -- Sandel's Democracy's Discontent from a Confucian Perspective / Lai, Chen -- III. Pluralism and Perfection: Sandel and the Daoist Tradition -- Gender, Moral Disagreements, and Freedom: Sandel's Politics of Common Good in Chinese Contexts / Wang, Robin R. -- Satisfaction, Genuine Pretending, and Perfection: Sandel's The Case against Perfection and Daoism / D ' Ambrosio, Paul J. -- IV. Conceptions of the Person: Sandel and the Confucian Tradition -- Theorizing the "Person" in Confucian Ethics / Ames, Roger T. -- How to Think about Morality without Moral Agents / Rosemont Jr., Henry -- A Sandelian Response to Confucian Role Ethics / D ' Ambrosio, Paul J. -- V. Reply by Michael Sandel -- Learning from Chinese Philosophy / Sandel, Michael J. -- Contributors -- Acknowledgments -- Index

This article uses historical and sociological research as the basis for a philosophically argued thesis about the negative educational consequences of the atomization of the family structure. Carle Zimmerman's theory of the social causality involved in the atomistic family structure is illustrated with an example of a Bolshevik social experiment and applied to the atomization of the modern Western family as shown by contemporary social science research. The focus is on the ways that the atomization of the family undermines the education of children into autonomous and critical citizens. Once the normative structures of marriage and family disintegrate, the identity and relationship rights of children are violated. This violation is often experienced by children as a rejection. Such a rejection wounds children morally and undermines their faith in moral norms. Furthermore, the disintegration of the family leaves children in a state of emotional and moral deprivation, which undermines their ontological security and their development into autonomous moral agents and critical citizens. By exposing them to the emotional influence of the cultural myths used in propaganda and indoctrination, these deprivations make them externally-directed instead of developing their capacity for autonomous deliberation and independent moral agency. Insofar as citizen's views and attitudes are directed from the outside, they fail to function as a counterbalance to the ruling elites, and democracy deteriorates into elite rule. ; peerReviewed

This article examines traditional education practices, forms of the revitalisation of Islamic education, and efforts at the Salafiyah Parappe Islamic Boarding School to maintain traditional educational practices in facing the opportunities and challenges of modern education. This article departs from qualitative research using an Islamic pedagogic-normative approach. Regarding the revitalisation of Islamic education practised by the Salafiyah Parappe Islamic Boarding School, namely maximising the internal potential of Islamic boarding schools including the development of educators' competencies, the transformation of methods, media and technology in learning; and strengthening the kiai's leadership, building boarding school infrastructure. The Salafiyah Parappe Islamic Boarding School's efforts to maintain traditional educational practices in facing the opportunities and challenges of modern education include revitalising the functions of the people's demoralisation solution, strengthening the institutional competitiveness of Islamic boarding schools, developing alumni competencies based on needs and social dynamics, strengthening partnerships with related institutions and stakeholders, both the government as well as the private sector, maintaining the independence and independence of Islamic boarding schools, optimising the grounding of the yellow book in the community, expanding the orientation and targets of Islamic boarding schools namely the dimensions of religiosity, social, moral, vocational, and other social community fields.

PurposeNational identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project's possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide.Design/methodology/approachThe authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project.FindingsThis paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993).Originality/valueThe paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour's nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong's citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.

This paper explores the development of my educational beliefs over a period of ten years. From consideration of differing notions of character education, to implicit assumptions about private and public education, to neoliberal educational and social policies, to social justice and democratic models of education, to Aboriginal conceptions of holism, this critical self-examination revealed the initial disparity between my moral impulse for entering the teaching profession, the aims of education as I understood them, and the means I had ascribed to achieve those aims. The paper concludes with the suggestion that an ideal educational model is holistic in nature, justice-oriented in its approach, contributes to the public good, and has democratic citizenship as the primary aim for all of its students. ; Education, Faculty of ; Educational Studies (EDST), Department of ; Unreviewed ; Graduate

Participants in this roundtable, organized for the 2001 annual meeting of the International Studies Assoc (ISA) in response to the address at the 2000 meeting by ISA President Craig N. Murphy, offer comments on his "Political Consequences of the New Inequality." Focus is on the applicability of his ideas to teaching undergraduates about these inequalities & their ramifications for both the global system & students' personal lives. In Changing Perspective: Teaching Undergraduates about the New Inequality, James M. Scott outlines an active-learning approach to the subject & suggests some methods of implementing it. In Reflections on Craig Murphy's Presidential Address as an Invitation to Moral Education, B. Welling Hall discusses the possibility of using education on inequality as a means of instilling moral values in undergraduates, & offers some teaching strategies. In Teaching the Political Consequences of Inequality: Theory and Practice, Peter Dombrowski explores the relationship between the practice & teaching of international affairs & outlines some roles for educators. In Teaching International Relations: A Non-American Perspective, Glen Segell draws on experience as a teacher in different countries to examine educators' responsibilities, noting the influence of different political systems & the importance of diversity. In The National Interest, the New Inequality, and Globalization, Dan Caldwell outlines changes in the international system since 1960 & offers some projections to 2040, noting implications for undergraduate international relations instruction. In "Taking Up the Challenge": A Response, Murphy replies to some critical points raised by the commentators, & expresses hope for the future of international relations pedagogy. 4 Tables, 45 References. K. Hyatt Stewart

AbstractThis research is promoting the values of Didong as a content supplement to elevating the practice of character education in the current curriculum of Indonesia. The main objective of this research is to describe explicitly the character values of Didong art. The qualitative with socio-historical approach was used as a research approach to finding historically and socially the existence of Didong art. The data were collected through literature review and field observation. The results of the research show that the Didong art came from Central Aceh District, particularly this art exists in the Gayo`s ethnic area. Didong art can be categorized as an indigenous art that consists of the combination of dance, vocal, and literature elements. In its beautiful performance, the Didong art contains character values that derive from the poetic verses of background song and dance motion. The character values of Didong art comprise of religious values, appreciate the achievement, communicative, peacefulness, and social care. These values could be inserted in the educational field, particularly in the practice of character education, in form of content enrichment. The character education is necessary to be developed because of the problem of moral degradation of the young generation. The implementation of character education, which contain the local values such as in the Didong art, would support the people`s personal and social life in the family, friendship, society, as well as in nationhood to achieve the better life in the future. Keyword: Didong art, Gayonese, character education.

Olga Borovaya explores the emergence and expansion of print culture in Ladino (Judeo-Spanish), the mother tongue of the Sephardic Jews of the Ottoman Empire, in the second half of the 19th and early 20th centuries. She provides the first comprehensive study of the three major forms of Ladino literary production-the press, belles lettres, and theater-as a single cultural phenomenon. The product of meticulous research and innovative methodology, Modern Ladino Culture offers a new perspective on the history of the Ladino press, a novel approach to the study of belles lettres in Ladino and their relationship to their European sources, and a fine-grained critique of Sephardic plays as venues for moral education and politicization.

This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.

Using the methodology of Vladimir Propp (1895-1970), a major figure in Russian Formalist literary criticism, this study analyzes Adiyaman's compilation of Kurdish orally transmitted folktales known as Gurrî û Hûtê Kor. In his major work The Morphology of the Folktale (1928), Propp reduced the Russian folktales compiled by A.N. Afanasyev to what he himself called "functions," otherwise "morphological substructures." The Gurrî û Hûtê Kor folktales are a variant of the Gurrî folktales as elaborated on by Kurds speaking Kurmanji in Adıyaman and its surroundings. Also discussed is the role of the folktale in the moral education of society, young and old in view of the importance of the folktale as fantasy intertwined with social realities and universal truths.

Статья посвящена педагогической проблеме - подготовке будущих офицеров внутренних войск МВД России к выполнению профессионального долга. В настоящее время происходит реформирование высшей военной школы и переход Вооруженных Сил от количественных к качественным параметрам. В статье обосновывается важность нравственного воспитания курсантов и уточнены такие понятия, как «долг» и «профессиональный долг». ; The article is devoted to the pedagogical problem of training future officers of the Internal Troops of the RF Ministry of the Interior to carry out their professional duty. Nowadays there is the reforming of a higher military school and the transition of the Armed Forces from quantitative to qualitative parameters. The article proves the importance of cadets' moral education and gives the definition to «duty» and «professional duty».