Suchergebnisse

Introduction -- The professions and character -- Ethics and the teaching profession -- Teachers and character education : motivations, roles and preparation -- Teachers of character : personal and ideal character strengths and responses to ethical dilemmas -- Conclusions, recommendations and further research.

"Civics and Citizenship Education in Australia provides a comprehensive analysis of the teaching of the subject in Australian schools, drawing on case study material to demonstrate the current practice in the field. Reflecting on the issues and possibilities raised by the inclusion of civics and citizenship education in the new national Australian curriculum, leading national and international scholars analyse the subject's theoretical, curricular and pedagogical bases and approaches. Placing civics and citizenship education within historical and contemporary contexts, the book critically explores a range of issues concerning the development, organisation and teaching of the subject. These include how the subject might include indigenous, global and Asian perspectives, and how it may help students to engage with issues around sustainability, active citizenship, diversity, religion and values. The final chapters written by scholars from the UK, the USA, Canada, Hong Kong and Singapore adopt a comparative approach situating Australian civics and citizenship education in the wider international context. "--

Measuring the polarization of legislators and parties is a key step in understanding how politics develops over time. But in parliamentary systems—where ideological positions estimated from roll calls may not be informative—producing valid estimates is extremely challenging. We suggest a new measurement strategy that makes innovative use of the "accuracy" of machine classifiers, i.e., the number of correct predictions made as a proportion of all predictions. In our case, the "labels" are the party identifications of the members of parliament, predicted from their speeches along with some information on debate subjects. Intuitively, when the learner is able to discriminate members in the two main Westminster parties well, we claim we are in a period of "high" polarization. By contrast, when the classifier has low accuracy—and makes a relatively large number of mistakes in terms of allocating members to parties based on the data—we argue parliament is in an era of "low" polarization. This approach is fast and substantively valid, and we demonstrate its merits with simulations, and by comparing the estimates from 78 years of House of Commons speeches with qualitative and quantitative historical accounts of the same. As a headline finding, we note that contemporary British politics is approximately as polarized as it was in the mid-1960s—that is, in the middle of the "postwar consensus". More broadly, we show that the technical performance of supervised learning algorithms can be directly informative about substantive matters in social science.

This year the Journal of Philosophy in Schools kicked off with a special issue, volume 5 number 1, comprising seven invited articles that addressed the foundational question of why philosophy should be taught in schools. Deftly guest edited by Michael Hand from the University of Birmingham, the papers make a cumulative and convincing argument for why philosophy should be taught across the pre-tertiary educational curriculum. The issue makes a strong argument that may be used to defend and propagate the philosophy in schools movement. We hope it will be used pragmatically, politically, and persuasively by our readers to raise awareness and further the cause of teaching philosophy to young people and extending philosophy beyond the Academy.This issue honours one person who has dedicated his career to furthering this cause. Philip Cam is an international authority on philosophy in schools who has been a pioneer in introducing philosophy and ethics into schools in Australia. Phil completed his MA in Philosophy at the University of Adelaide and his DPhil at the University of Oxford. He is Adjunct Associate Professor in the School of Humanities and Languages at the University of New South Wales in Sydney, Australia, where he has been for over 30 years. In the various positions Phil has held at UNSW, in the Philosophy in Schools Association for NSW, and for the Federation of Australasian Philosophy in Schools Associations (FAPSA), he has worked hard, inspired and taught many, and contributed much to the shape of philosophy in schools across Australasia. This year, a little bird informed the JPS that Phil was retiring and turning 70, even while he continues to be productive, publishing, presenting and assisting with philosophy in schools projects and events. The opportunity thus presented itself to publish a collection of papers critically engaged with Cam's work. Two further articles are included in this issue.

International audience ; Measuring the polarization of legislators and parties is a key step in understanding how politics develops over time. But in parliamentary systems-where ideological positions estimated from roll calls may not be informative-producing valid estimates is extremely challenging. We suggest a new measurement strategy, that makes innovative use of the 'accuracy' of machine classifiers, i.e. the number of correct predictions made as a proportion of all predictions. In our case, the 'labels' are the party identifications of the members of parliament, predicted from their speeches, along with some information on debate subjects. Intuitively, when the learner is able to discriminate members in the two main Westminster parties well, we claim we are in a period of 'high' polarization. By contrast, when the classifier has low accuracy-and makes a relatively large number of mistakes in terms of allocating members to parties based on the data-we argue parliament is in an era of 'low' polarization. This approach is fast and substantively valid, and we demonstrate its merits with simulations, and by comparing the estimates from 78 years of House of Commons speeches with qualitative and quantitative historical accounts of the same. As a headline finding, we note that contemporary British politics is approximately as polarized as it was in the mid-1960s-that is, in the middle of the 'post-war consensus'. More broadly, we show that the technical performance of supervised learning algorithms can be directly informative about substantive matters in social science. ; Mesurer la polarisation des législateurs et des partis est une étape clé pour comprendre comment la politique évolue au fil du temps. Mais dans des systèmes parlementaires - où les positions idéologiques estimées à partir d'appels nominaux sont possiblement moins révélatrices - produire des estimations valides est extrêmement difficile. Nous proposons une nouvelle stratégie de mesure qui utilise de manière innovante la précision des ...

Abstract
THE ETHICS OF PATRIOTISM: A DEBATE, JOHN KLEINIG, SIMON KELLER AND IGOR PRIMORATZ (2015) West Sussex: Wiley-Blackwell, 189 pp., ISBN: 9780470658857, p/bk, £23.50
GLOBAL CITIZENSHIP EDUCATION AND THE CRISES OF MULTICULTURALISM: COMPARATIVE PERSPECTIVES, MASSIMILIANO TAROZZI AND CARLOS ALBERTO TORRES (2016) London: Bloomsbury, 240 pp. ISBN: 9781474235976, h/bk £94.99

Abstract
This article presents a critique of recent state educational policy provision in England that has aimed at young people's (14–19 years of age) learning through active citizenship. We argue that whilst the statutory introduction of Citizenship education within English secondary schools has helped to advance the links between 'service' and 'learning' there is clear evidence that the quality and depth of such educational opportunities remains inconsistent across schools. Recent educational initiatives such as the Youth Community Action (YCA) programme and the National Citizen Service (NCS) have once again raised the possibility of young people learning through participating in their communities. We argue that despite their intentions these programmes have failed to integrate the pedagogical processes necessary for meaningful education for active citizenship. In critiquing these policy initiatives we make a case for a greater integration of 'service-learning' theory and practice within policies that relate to active citizenship. Service-learning provides a more cohesive framework for a critical, creative and collaborative pedagogy to accompany young people's experiences of community engagement; a central requirement in developing responsible and active citizens. We argue that making clear connections to service-learning is an important proposal at a time when the nature of Citizenship education within the English National Curriculum has been revised in terms of content and scope.

Measuring the polarization of legislators and parties is a key step in understanding how politics develops over time. But in parliamentary systems—where ideological positions estimated from roll calls may not be informative—producing valid estimates is extremely challenging. We suggest a new measurement strategy that makes innovative use of the "accuracy" of machine classifiers, i.e., the number of correct predictions made as a proportion of all predictions. In our case, the "labels" are the party identifications of the members of parliament, predicted from their speeches along with some information on debate subjects. Intuitively, when the learner is able to discriminate members in the two main Westminster parties well, we claim we are in a period of "high" polarization. By contrast, when the classifier has low accuracy—and makes a relatively large number of mistakes in terms of allocating members to parties based on the data—we argue parliament is in an era of "low" polarization. This approach is fast and substantively valid, and we demonstrate its merits with simulations, and by comparing the estimates from 78 years of House of Commons speeches with qualitative and quantitative historical accounts of the same. As a headline finding, we note that contemporary British politics is approximately as polarized as it was in the mid-1960s—that is, in the middle of the "postwar consensus". More broadly, we show that the technical performance of supervised learning algorithms can be directly informative about substantive matters in social science.

Building on extensive, internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, this book explores the soldier as a virtuous professional through a close examination of soldiers' character and ethical reasoning. Starting from the view that virtues such as courage, honesty, loyalty and integrity are core to being a professional soldier, the book draws on insights from British soldiers at three stages of their career - officer cadets (at Sandhurst), junior lieutenants/captains (attending the Junior Officer Tactical Awareness Course), and senior captains (participating in the Captain's Warfare Course). Drawing upon the Jubilee Centre's Soldiers of Character study, the book explores soldiers' character in the professional domain. Including clear implications for practice and research, this is essential reading for all those interested in the character of soldiers in both a professional and academic setting.

"Ethics and the Good Nurse draws on internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, and explores nursing as a virtuous profession through a close examination of nurses' character. With the belief that virtues such as kindness, integrity, compassion, and honesty are core to the nursing profession, this book draws on extended insights from the Jubilee Centre's Virtuous Practicing in Nursing study, to understand the role of such virtues in the professional practice and education of nurses. The book brings together knowledge from academics, scholars, and practitioners, to address the influence of personal and professional character on nurses and nursing. By including clear implications for policy, practice and research, Ethics and the Good Nurse serves as essential reading for a wide audience, including nurses, policy makers and nursing organisations and provides a timely and much-needed contribution to the field of nursing and character education"--

"Ethics and the Good Doctor brings together existing literature and an analysis of empirical research conducted by the Jubilee Centre for Character and Virtues to examine the ethical nature of medical practice and explore medicine as a virtuous profession. The book is based on the idea that medical practice is an inherently moral profession, in which notions of trust, care and meaningful relationships form the foundations of being a good doctor. By taking into account the ethical dimensions of medical practice that have come under greater scrutiny and pressure over recent years, this book explores how personal and professional character is understood, enacted, and experienced by medical practitioners at various stages of their career. Ethics and the Good Doctor situates and presents the empirical data in a way that is accessible to practicing doctors, medical students, and medical educators. Clear implications for policy, practice, and research are offered, ensuring this book will be of great interest to a range of stakeholders involved in medical practice, including those working in medical policy"--