This paper takes inspiration from Books III and IV of the Nicomachean Ethics, which discuss the ways in which the student of virtue can go wrong with respect to different vices. It uses this discussion to draw some conclusions about Aristotelian habituation. I will argue that habituation is an appropriate learning strategy for many kinds of…

The moral value is significant for everyone in every sphere of human life. Moral lessons should be properly taught among students in Schools, Colleges, Universities, Vocational training centers, Madrasas and so on. Above all, along with parents or guardians, it is the prime duty and responsibility of the educator to impart moral based values in…

Discusses issues related to ethical instruction in relation to cultural pluralism. Asserts that increased understanding may serve to intensify differences and that toleration may slide into indifference. Provides a background for teaching about cultural differences and concludes that it is possible to be moral and multicultural at the same time.…

Suggest that teaching children about the interdependence of the world's peoples will enhance their understanding of other groups and improve their cooperation with them. Emphasizes a "we" approach to social studies, rather than simply teaching ethnic and cultural differences. Includes instruction for class activities. Provides lessons to…

This book tries to redefine what it means for a manager to function with integrity and competence in the private and public sectors domestically and globally. It integrates theoretical work in both descriptive and normative ethics and incorporates legal, communication, quality, and organizational theories into a conceptual framework designed to…

Explores moral learning within the context of adult education. Examines two established modes of practice, acknowledging learners' experiences and using discussion circles, both described as flawed. Enumerates core processes of moral learning and finds that reflection on the validity of moral norms assimilated in childhood is central to adult…

Explains how the Suzuki Method introduces young Japanese children to learning situations in structured ways that develop their control of learning behavior earlier than is typical in the West. (HOD)

Teaching practicum requires a philosophy to give directions to values and actions. The philosophy proposed here aims for the development of a reflective and reflexive learner who learns through situational analyzing, theorizing, hypothesis testing, inquiring, experimenting, and justifying. Such development has to be built around the searching and…

Proposing an educational maxim that education is for self-fulfillment and societal adaptation, the paper argues that the educational methods or teaching strategies of "learning self-fulfillment" must be different. The curriculum must be rational and flexible, exposing a child to as many things as possible to facilitate self-fulfillment.…

This monograph sets forth a theoretical basis for advocating a program of disciplinary arts education as an integral part of general education from kindergarten through grade 12. The title, "The Role of Imagery in Learning," indicates the centrality of aesthetic perception of images. To make the case, it is necessary to show by analysis,…

This packet contains three papers on ethics and integrity from a symposium on human resource development (HRD). The first paper, "Factors Influencing Ethical Resolution Efficacy: A Model for HRD Practitioners" (Kimberly S. McDonald), proposes a model of ethical resolution efficacy for HRD practitioners. The model suggests that factors related to…

The root of the ecological crisis lies in an ethic of nature consumption. In order to reconstruct our cultural framework, it is necessary to cultivate another ethical approach, an ethic of care. It is the responsibility of school to encourage students to learn how to care for not only the human world, but also for the natural world. This paper is…

Intended for K-12 geography teachers, this publication discusses course content and teaching methods for geography instruction. There are ten chapters. The first chapter discusses three educational philosophies which contend that the goals of education are to know, to do, and to be. Chapter 2 examines the nature of geography, discussing four…