NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Cowley, Christopher – Journal of Philosophy of Education, 2017
In a recent thought-provoking piece, Peter Roberts argues against the central role of happiness as a guiding concept in education, and argues for more attention to be paid to despair. This does not mean cultivating despair in young people, but allowing them to make sense of their own natural occasional despair, as well as the despair of others. I…
Descriptors: Psychological Patterns, Moral Issues, Moral Development, Role of Education
Peer reviewed Peer reviewed
Wagner, Paul A. – Journal of Educational Thought, 1981
Points to three deficiencies in values clarification as a program of moral education; i.e., failure to distinguish the intellectual traits essential in moral valuing; failure to contribute to students' moral development; and failure to consider the purpose and mechanics of moral argument. Concludes that values clarification promotes ethical…
Descriptors: Ethical Instruction, Ethics, Intellectual Development, Moral Development
Peer reviewed Peer reviewed
Emerson, Goldwin J.; Ayim, Maryann – Journal of Educational Thought, 1980
The first of these two companion papers presents an account of Dewey's position on the nature of growth and its implications for curriculum development. The second paper provides a critique of Dewey's concept of growth and sketches what C. S. Peirce would have regarded as more viable alternatives. (Author/SJL)
Descriptors: Children, Curriculum, Educational Philosophy, Educational Principles
Kamii, Constance – 1982
The aim of education should be the development of morally and intellectually autonomous individuals. The opposite of heteronomy, which means being governed by someone else, autonomy means being governed by oneself. Moral autonomy results from the application of "sanctions by reciprocity" in the context of mutual respect between adults…
Descriptors: Children, Educational Objectives, Elementary Secondary Education, Intellectual Development
Peer reviewed Peer reviewed
Goldman, Louis – Educational Leadership, 1984
Argues that the Socratic method is inappropriate for children because it teaches them to question adult authority before they have the necessary experience and is therefore conducive to cynicism. A traditional liberal arts curriculum, combining transmission of culture with open inquiry, is preferable to attempts to teach critical thinking. (TE)
Descriptors: Critical Thinking, Elementary Secondary Education, Inquiry, Intellectual Development
Peer reviewed Peer reviewed
Goldman, Louis – Educational Leadership, 1984
Answering Richard Paul's critique, the author restates his preference for open dialog in the school about beliefs and issues, rather than excessive concern with techniques of critical thinking. Children learn worthwhile things without being directly taught, while an unintended consequence of teaching critical thinking may be a weakening of…
Descriptors: Beliefs, Critical Thinking, Democratic Values, Educational Principles
Diessner, Rhett – G/C/T, 1983
L. Kholberg's model of moral development and the social learning theory both provide methods of perceiving the relationship between cognitive and moral development, and both are useful in application to the intellectually gifted child. Educating gifted children toward high levels of moral behavior is a particularly important concern. (Author/SEW)
Descriptors: Academically Gifted, Elementary Secondary Education, Ethical Instruction, Intellectual Development
Peer reviewed Peer reviewed
Kamii, Constance; And Others – Dimensions of Early Childhood, 1995
Views education as vital in reducing violence. Emphasizes Piaget's view of the aim of education--moral and intellectual autonomy--as the way to teach children to resolve conflicts without resorting to violence. Discusses what Piaget means by autonomy, the changes it entails in classroom practices, and how these changes are likely to reduce…
Descriptors: Conflict Resolution, Educational Objectives, Intellectual Development, Moral Development
Peer reviewed Peer reviewed
Bliming, Gregory S. – NASPA Journal, 1990
Examines four problems associated with developing character in college students: two concerned with moral cognition, or knowing what is right, and two concerned with moral action. It then reviews educational programs concerned with moral action, and provides suggestions for designing character development strategies. (Author/TE)
Descriptors: College Students, Ethical Instruction, Higher Education, Integrity
Kurfiss, Joanne – 1983
Four models are discussed with which to view students, educational goals, and learning environments. Each of the four theories emphasizes a unique aspect of the total development process. Piaget's model describes the development of structures and processes which characterize mature logical thinking. Perry provides a closer look at students'…
Descriptors: Cognitive Development, College Students, Curriculum Design, Educational Theories
Erdynast, Albert – 1981
Connections between structural-developmental psychology and field experience education are addressed. In addition to summarizing principles of structural-developmental psychology and relevant research findings, a comprehensive view of individual development is related to the philosophical aims of higher education, and developmental and dualistic…
Descriptors: Adult Development, Aesthetic Values, College Students, Developmental Psychology