Literaturnachweis - Detailanzeige
| Sonst. Personen | Gardner, Roy (Hrsg.); u.a. |
|---|---|
| Institution | Europarat |
| Titel | Education for values. Morals, ethics and citizenship in contemporary teaching. |
| Quelle | London: Kogan Page (2000), XI, 340 S. |
| Beigaben | Literaturangaben |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-7494-3065-6 |
| Schlagwörter | Staatsbürgerliche Erziehung; Forschung; Vergleichende Forschung; Lehrer; Lehrerausbildung; Multikulturelle Gesellschaft; Curriculum; Curriculumreform; Ethik; Ethische Erziehung; Wertorientierung; Berufsethos; Philosophie; Sonderpädagogik; Fallbeispiel; Standard; Australien; China; Fidschi; Großbritannien; Kanada; Südafrika (Staat); USA |
| Abstract | Values in education is an area of intense and continuing international debate. In terms of both how values are taught and of the values of teaching itself, plus in terms of the role of values in the education of educators, compulsory, post-compulsory and higher education around the world is increasingly challenged by issues of citizenship, morals and ethics. This challenge, to further contribute to democratic, civilized and inclusive society, is comprehensively and positively addressed in this wide-ranging and authoritative study. Bringing together an international group of distinguished authors, who addressed these themes at a conference entitled "Values and the Curriculum" held at the Institute of Education in London, this book critically considers the role and future of education and values in five structured parts. Part 1 delineates and presents a range of approaches of teaching values. These approaches are then developed and illuminated in parts that consider issues in education in values, teacher development and education and educational research in and for values education. It concludes with a section of comparative studies that place the issues in an international context. This book is an essential resource of ideas, issues, current approaches and practices for all those with an interest in the future of education, whether as educator, policy maker, researcher or manager. It aims to contribute significantly to values and education by encouraging all those involved to participate in the debate surrounding them. (DIPF/ Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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