В статье рассмотрены сущность и содержание нравственного воспитания сотрудников силовых ведомств России. Раскрыта важная роль нравственного воспитания в вузах силовых ведомств в процессе профессиональной подготовки сотрудников как фактора обеспечения безопасности личности, общества, государства. ; The article reveals the essence and the contents of moral education of officers of Military departments of Russia. The important role of moral education in high schools of Military departments during the officers' vocational training as factor of a person's, society and state safety is shown.
The present study aims to provide an analysis of values and attitudes in a sample of post-graduate students and to provide an assessment of the impact and satisfaction that they had been reported in specific educational activities for solidarity. This study is framed by the project of educational innovation "A cross sectional study in education for solidarity in the training of psychologists and educators" (PIE 10-127; 2010-2012). Participants were 226 post-graduate students belonging to various specialities of the MSc in Teaching of Secondary Education and High School, Vocational Training, and Teaching Languages, aged between 22 and 49 years. The data obtained demonstrate that the majority of the interviewes strongly agree with aspects of the situation that can be considered stealing, a violent action or the avoidance of conflict. Most students graduate participants do not collaborate with NGOs; who mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory, for example, the "discussions, work and reflection on the importance of volunteerism and solidarity in the present world" and "design of a solidarity act". Key words: basic competence, European space of higher education, evaluation of values and attitudes, university students.
Most comparisons of Thomas Hobbes and Baruch Spinoza focus on the difference in understanding of natural right. We argue that Hobbes also places more weight on a rudimentary and exclusive education of the public by the state. We show that the difference is related to deeper disagreements over the prospect of Enlightenment. Hobbes is more sanguine than Spinoza about using the state to make people rational. Spinoza considers misguided an overemphasis on publicly educating everyone out of superstition—public education is important, but modes of superstition may remain and must be offset by institutions and a civil religion. The differences are confirmed by Spinoza's interest in the philosopher who stands apart and whose flourishing may be protected, but not simply brought about, by rudimentary public education. Spinoza's openness to a wisdom-loving elite in a democracy also sets up an interesting parallel with Thomas Jefferson's own commitment to the natural aristocracy needed to sustain republicanism. In demonstrating the 17th century philosopher's skepticism toward using the state exclusively to promote rationality, even as he recognizes the importance of a sovereign pedagogical role and the protection of philosophy, we move to suggest that Spinoza is relevant to contemporary debates about public education and may reinvigorate moral and political discourse in a liberal democracy.
Pós-graduação em Educação - FFC ; A sociedade atual, por sua complexidade, traz novos desafios para a educação. Um deles é o comportamento social das pessoas, em especial os relacionados com uma conduta correta nas relações privadas e públicas. A esse respeito à escola é compreendida como uma das responsáveis por essa construção, visto que é na sala de aula, que o professor poderá ensinar ética por meio de seus comportamentos e relações com seus alunos e estes com seus pares. Os valores são construídos nas relações, pela formação de hábitos, pelos exemplos de justiça, respeito, diálogo e outros, mais que ministrar discurso, o professor precisa agir moralmente. Esta pesquisa tem o objetivo de avaliar a adesão aos valores morais preconizados pelos Parâmetros Curriculares Nacionais (1998), que definem vários temas. Um desses temas chamado de temas transversais que por sua vez inclui a ética e aponta os valores de respeito, de solidariedade, de justiça e de convivência democrática como sendo os mais importantes, que, portanto devem ser trabalhados nas escolas. Para avaliar a adesão aos valores nas escolas foi utilizado um instrumento construído por um grupo de pesquisadores da Fundação Carlos Chagas – FCC, que desenvolveram uma Escala de Valores Morais destinada a mensurar a presença e a adesão dos valores morais preconizados nos PCNs. A metodologia envolve a aplicação da Escala de Valores Morais. O grupo estudado compreende uma amostra de 276 jovens de três escolas particulares do interior do estado de São Paulo. O estudo apresenta resultados importantes sobre as relações sociais dos sujeitos em diferentes lócuos, dentre eles a família e a escola. Verificamos a qualidade das relações nesses ambientes pesquisados e suas relações com a adesão aos valores mensurados. Os resultados encontrados foram a adesão a valores em nível III, ou seja, numa perspectiva social egocêntrica. Espera-se que esta pesquisa traga novos subsídios para fundamentar ações voltadas para o desenvolvimento de uma vida saudável e harmoniosa entre nossos estudantes. ; Today's society, because of its complexity, presents new challenges for education. One is the social behavior of people, especially those related to correct conduct in private and public relations. In this respect the school is understood as one of the responsible for this construction, since it is in the classroom, that the teacher can teach ethics through their behaviors and relationships with their students and these with their peers. Values are built in relationships, by the formation of habits, by the examples of justice, respect, dialogue and others, rather than ministering speech, the teacher must act morally. This research aims to evaluate adherence to the moral values advocated by the National Curricular Parameters (1998), which define several themes. One of these themes is called cross-cutting themes which in turn includes ethics and points to the values of respect, solidarity, justice and democratic coexistence as the most important, which must therefore be worked out in schools. To evaluate adherence to values in schools, an instrument was built by a group of researchers from the Carlos Chagas Foundation - FCC, who developed a Moral Values Scale to measure the presence and adherence of the moral values recommended in the PCNs. The methodology involves the application of the Moral Values Scale. The study group comprises a sample of 276 young people from three private schools in the interior of the state of São Paulo. The study presents important results on the social relations of the subjects in different liquors, among them the family and the school. We verified the quality of the relationships in these researched environments and their relationships with adherence to the measured values. The results found were adherence to level III values, that is, from an egocentric social perspective. It is hoped that this research will bring new subsidies to support actions aimed at the development of a healthy and harmonious life among our students.
The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens' autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students and also allows students to critically examine the current democratic process to determine in what ways it is or is not living up to deliberative democratic ideals.
Метою статті є здійснення теоретичного аналізу ідей виховання моральної особистості кінця ХХ – початку ХХІ століття. Методи дослідження – аналіз, синтез, систематизація та опис процесу розвитку ідеї морального виховання крізь призму освітніх парадигм. Результати дослідження полягають у виокремленні перспективних педагогічних ідей виховання моральної особистості для впровадження у вітчизняний освітній простір з урахуванням нового контексту й нових умов. Практичне значення результатів полягає в інтегруванні перспективних освітніх ідей для сучасної педагогіки. Перспективами наукових розвідок є з'ясування шляхів упровадження вітчизняних перспективних педагогічних ідей виховання моральної особистості. ; On the basis of the analytical review of sources base socio-pedagogical determinants of scientific clearance of the ideas of the moral personality upbringing in the native educational and training concepts and programs of the end of the XX – the beginning of the XXI century are theoretically grounded and actualized for modern education. For the aim of generalization of theoretical ideas and practical experience of the national pedagogical heritage the main approaches to the conceptualization of the idea of moral personality upbringing are identified and realized. The trends and stages of development of the national idea of the moral personality upbringing in the framework of the general theory of education with its description in the format of division into periods in chronological limits survey are described. With the purpose of arrangement and systematizing conceptual ideas about education of the moral person, determination, specialization of perspective educational ideas was conducted, the logic of their focus was outlined and educational and upbringing concepts of the end of the XX – the beginning of the XXI century are classified according to their public, ideological and pedagogical orientation. New educational strategies reflect new views on education: tendency of ideological-political influence that was popular in the end of the XX century is in the past; education became first of all cultural-historical value; gradually knowledge approaches are changed by educational; the main became subject-subject relations; the main principal orientations instead of classical formal general "harmonious development of the personality" became cultural growth and development of the personality; priorities are common to mankind values with orientation on national culture. The main characteristics that differ old educational models from present ones are: deideologization of education – independence from political doctrine, ideology and political pressure, personal orientation of education – dependence of goals, content and methods from needs and interest of pupils, democracy and humanism in relations between teacher and pupil. Modern concepts of education are based on the new scientific grounds, reflect new views on education as a cultural-historical value, priority in social education. Perspective pedagogical ideas of the moral personality upbringing, enabling its implementation into the native education under the new conditions are concretized.
Diese wissenschaftliche Streitschrift begründet ihren - dreifach verbundenen - prinzipiellen Widerspruch gegenüber jeder sogenannten Werte-Erziehung in der staatlichen Schule: - Philosophisch analysiert sie, daß die Grundlagen-Kontroversen zwischen Pflicht-Moral und (regel-)utilitaristischer Verantwortungs-Ethik nicht übergangen werden dürfen; - verfassungs- und schul-rechtlich belegt sie die werteoffenen Grundrechts-Freiheiten der Schüler, Erziehungs-Rechte der Eltern, beamtengesetzlichen Pflichten der Lehrer; - politisch-ökonomisch erklärt und prognostiziert sie die - strukturellen - "Dilemmata" einer ungerechten, insgesamt überlebensgefährlichen Risiko-Weltwirtschafts-Ordnung. Als Alternative entwirft sie ein methodisch-systematisches Muster ethischen Ur-teilens unter dem dreifachen Anspruch wissenschaftlich-argumentativer, rechtlicher und politisch-ökonomischer Gleichbehandlung
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As societies face unprecedented challenges that are global in scope and "more-than-wicked" in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently, and offering more compelling moral arguments that might persuade people to change their convictions, and ‐ as a consequence ‐ their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity's systems, which structure the possibilities for co-existence on the planet. We see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological relationships beyond existing frameworks of modernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of "social cartography" can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.
PurposeThe slogan "Practice what you preach" denotes that people should behave in accordance with the values that they preach. For universities that teach sustainable development (SD), it implies that these institutes should apply major SD principles themselves for example by campus greening, green purchasing, etc. But is not "Practice what you preach" a questionable slogan in that regard that university teachers should not preach values, i.e. transfer values to their students by the authority of their position? Which value statements are acceptable and which are not?Design/methodology/approachThe paper presents the results of a survey among international SD teachers in engineering on the acceptability of value laden statements. Moreover, the paper presents results regarding the values that SD teachers represent, and compares these results to survey results among engineers and engineering students.FindingsSD teachers in engineering are more critical about the role of technology in SD than their students and professional engineers are. However, there does not seem to be a real gap between students and teachers.Practical implicationsIt is argued that academic education on SD should aim at clarifying moral issues and helping students to develop their own moral positions given the values that are present in the professionals' work. Teachers' options how to address moral issues without preaching are briefly described.Originality/valueThis paper strongly argues against preaching.
1. How procreating generates parental rights and obligations / Michael Cholbi -- 2. Teach your children well : origins, rights, and the education of "my" child / Russell Disilvestro -- 3. Children of choice and educational responsibility / Jaime Ahlberg -- 4. The problem of choosing (for) our children / K. Lindsey Chambers -- 5. A chip off the old block : the ethics of shaping children to be like their parents / Robert Noggle -- 6. Liberalism and the status of family making / Mianna Lotz -- 7. Parents' rights and the control of children's education / Roger Marples -- 8. Liberalism, parental rights, and moral education : yet another reflection on Mozert v. Hawkins / Marc Ramsay -- 9. An interest, not a project : Hegel on ethical love and procreation / Ashli Anda -- 10. Parenthood and personally transformative experiences / Michael W. Austin -- 11. Fundamentally incompetent : homophobia, religion, and the right to parent / Samantha Brennan and Colin Macleod -- 12. Parental licensing and pregnancy as a form of education / Christine Overall.
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Acknowledgements -- Contributor information -- Introduction -- Teaching organizational & business ethics -- Socially responsible business schools : collective stakeholder voices demand urgent actions / Janette Martell -- Ethics in practice : moral education for the leaders of tomorrow / Sabine H. Hoffmann and Mickal Wangue -- Engaging multidisciplinary university students in "triple bottom line" reporting : using global reporting initiative metrics inside the classroom? / Elizabeth Gingerich -- Thirteen ways of looking at a boardroom : poetry as ethical intervention in business and government / Janet Wondra -- An enlightened education : to reform the current paradigm / Helene Cristini -- Organizational and business ethics application and cases -- Halliburton : cementing wells and relationships / Marilyn J. Matelski -- Assisted reproductive technology : ethical challenges for business and medicine / Deborah Flynn -- The ethical and policy outcomes of the Sarbanes Oxley act for global leaders and investors : is it smooth sailing or rough waters ahead for safe harbor disclosures? / Nicole C. Ibbotson, Diane J. Fulton, Thomas W. Garsombke, Nicole C. Garsombke, Diane J. Prince -- Using fashion PR to teach social responsibility across disciplines and cultures : fashion, social responsibility and public relations : change agents / Wilma King and Giancarlo Polenghin -- Bribes versus gifts / Achinto Roy -- A moral development model for the ethical management of technology : implications for management and research / Refik Culpan and Melvin Blumberg.
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In this article in the special symposium On Wilson Carey McWilliams (1933 - 2005), the truths about human nature that the political theorist held are explored in relation to his views of political reform to understand the dimensions of the soul. McWilliams's perspective on human nature started with dependency-not freedom-at birth that requires humans to earn & learn their freedom, which is the self-discipline required for self-government. His critical view of the constitution portrays a vision that makes dominion over nature for the goal of maximizing each individual's personal security & comfort the only goal we share in common. The American moral doctrine-of self-interest rightly understood- & mistaken psychology of our constitutional theory was held to erode the decencies that support our moral practices, & the gradual encroachment of our principled individualism into all areas of life. The author reflects on the role of the teacher as moral guide in relation to McWilliams's explanation of American civic education as the struggle for the American soul. The political theorist & social philosopher sought to free students from the liberal or libertarian cave to open them up to the multidimensionality of the human soul, not through the religious right or the "new Democrats" of the liberal Left, but through humans that are "skilled in the discipline of self-denial.". References. J. Harwell
