The teaching of ethics and moral values in the schools is an issue that is currently surrounded by public confusion and complaint about the failure of teachers and the teaching system. This thought provoking study examines the foundations of moral education from a philosophical and practical perspective. It analyzes some of the typical expectations that cannot be met in the present day approach, and recommends that the teaching of ethics be treated with theater' as the metaphor, dialogue as the genre, and Socrates as the model. Seen as a necessary and unavoidable classroom activity, moral education is presented from a humanist point of view, with emphasis on the developmental approach of Jean Piaget and his followers, while pointing out the limitations of psychological methods. The author's introduction provides a fascinating overview of the realistic concept that the philosopher's world and the school's world must come together; that moral education needs its own space, faculty and curriculum, and cannot be implemented as an extra or added-on program.

In the search for clarification of a relevant approach to the teaching of ethics Howard Radest points out that there can be no clear distinct answer of final wisdom on the subject, and that discussion must go on continually. The findings of research studies are blended with the practice of bringing ethical reasoning to the classroom, and a five-level curriculum is outlined in which moral education is introduced without religious prescription, and which allows administrators to think about ethics in education in a pluralistic society. An important work on a subject of continuing significance today, this study will be welcomed by parents, teachers, administrators and religious leaders.

New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien. Relational "(e)pistemologies" redefines epistemology in a non-transcendent manner and reclaims the traditional epistemological concerns of standards and criteria for warranting arguments and determining truth and falsity. These concerns must be reclaimed in order to make them visible and accountable as well as pragmatically useful on socially constructed grounds - not transcendental grounds. Thayer-Bacon's book offers analysis and critique as well as redescription. She presents a pragmatist social feminist view, a relational perspective of knowing embedded within a discussion of many other relational views - personal, social and holistic, ecological, and scientific - which emphasize connections. Thayer-Bacon describes each of these forms of relationality, and she points to key scholars whose work highlights a certain relational form. She concludes with a discussion of the educational implications relational (e)pistemological theories have for education.

Volume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research, and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.

The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.

More than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language groups and the country itself. It is hoped that this book will engage an international audience with the debate in Iran and show how multilingual education could benefit the country.

This book traces national policies behind the efforts of integrating education systems in Europe. In some regions of Europe, such as the Nordic countries, a high level of social integration was achieved by introducing radical comprehensive education systems. By contrast, in countries such as Germany and England, comprehensive education either failed almost completely, or was only partially implemented. Based on a wide-ranging historical analysis, this book offers the first fully comparative explanation of the divergent development of comprehensive education in Europe.

"The perfect prescription! It's both an assessment tool and an overall educational strategy for developing healthy attitudes toward learning and life." Klaus Issler, Professor, Biola University, La Mirada, California "Gives teachers a sound method of getting the best from all their students." Leo Zuber, High School Superintendent, Ripon Unified School District, California "A solid, reseach-based approach to moral development. Deserves wide exposure." Frederic R. Wilson, Educational Consultant, Wheaton, Illinois "Well written and extremely comprehensive. A great resource." Robert B. Gonzalez, Teacher, Liberty High School, Brentwood, Califonia This book is tailor-made for teachers who are tired of spending all their time on the "bad apple" in their class. It shows how to challenge and then change student attitudes for the better. The key is the Virtue Assessment Questionnaire, which lets you measure - simply and easily - your students' virtue. Just follow the step-by-step instructions on scoring and interpreting results. The author defines virtue in this context as wanting to do what you have to do - good conduct growing out of good character, an expression of being and doing. Now you can unlock the mysteries of classroom problems and restore virtue to students whose lives are broken. Help students assess negative feelings, change perspectives, figure out what's right, develop a desire for virtue, and become people of good character. Loehrer teaches you how your interactions with students and coworkers can help instill virtue and build character in your students. Be their moral leader, and you give them the foundation they need to move toward becoming people of good character. Loehrer offers you these powerful principles you can practice to teach your students virtue: * Do more than is required * Give generously * Forgive freely, without being asked * Offer encouragement when faced with opposition * Help others in secret, without acknowledgment * Handle discipline problems with justice * Suffer in silence - no complaints * Persist, and be patient Make your personal ethics system a regular part of your daily classroom activities and see a marked improvement in your students' attitudes about learning and about life. Includes scoring forms and guidelines.

Eminent educator Greg Prince examines how colleges should set an example of behaviour to students in order to maximise their success. The author investigates both the national and international implications and reveals how these simple measures will revitalise not only the world of education but also wider society.'This book is about the purpose of education. It is about the complexity that arises from the premise that educational institutions should model the behaviour and values they seek to instil in their students and how this is essential to teaching students how to challenge authority and convention in appropriate, creative and constructive ways' - Greg Prince.Part memoir and part argumentative essay, "Teach Them to Challenge Authority" gets to the heart of what education should really be about. Drawing on decades of experience, the highly respected educator, Greg Prince, shows how colleges need to behave the way they want their students to if they are to have any degree of success.Moving seamlessly between his experience as President of Hampshire College and the broader, bigger picture made up of national and international issues, Prince demonstrates how putting this ostensibly simple proposition into practice can have radical consequences - not just for the world of education, but for society as a whole. This title includes contents such as: Introduction; Part I - Two View of Education; Engagement versus Neutrality Protecting or Liberating Students; Part II - Mirrors for America, Looking Abroad; The University of Natal - Modelling Behaviour We Expect of Students; The European Humanities University - Challenging Authority; The Asian University for Women - Living Up to Expectations; Singapore Management University - Teaching Critical Thinking The American University in Bulgaria, Speaking to Authority; Part III - What Education Should be About; The Engaged University; and, Listening to Students.

This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum.

If it takes a village to raise a child, Anne Wescott Dodd and Jean L. Konzal feel that it takes a community to make a school. Not content with the idea of a school being contained within four walls and existing only for a few hours every day, Dodd and Konzal know that a school which looks after the complete child exists far beyond its four walls and for the whole 24 hours in each day. They present a radical democratic vision of the public school where everyone—not just students, teachers and parents—plays a part in shaping our children and, consequently, our future.

The Educated Child defines a good education and offers parents a plan of action for ensuring that their children achieve it. Combining the goals that William Bennett enumerated as Secretary of Education, key excerpts from E. D. Hirsch's Core Knowledge Sequence, and the latest research, it sets forth clear curricula and specific objectives for children from kindergarten through the eighth grade, including:

• What children should be studying and the kind of work they should be doing
• Important facts to learn and essential reading lists
• When children should master specific math skills, spelling and grammar basics, and scientific facts
• Test preparation, homework, and other areas that require parental involvement

The Educated Child also examines timely issues such as school choice, sex education, character education, and the phonics/whole language debate. Perhaps most important, it encourages parents to become advocates for their children by learning what to look for in a good school, how to talk to educators, and how, when necessary, to push for needed changes. For parents concerned about their children's current education and future lives, it is the ultimate handbook.

This book describes a particular type of educational provision referred to as aelitea or aprestigiousa bilingual education, which caters mainly for upwardly mobile, highly educated, higher socio-economic status learners of two or more internationally useful languages. The development of different types of elite bilingual or multilingual educational provision is discussed and an argument is made for the need to study bilingual education in majority as well as in minority contexts.

This book charts new territory both theoretically and methodologically. Drawing on MacDougall's notion of social aesthetics, it explores the sensory dimensions of privilege through a global ethnography of elite schools. The various contributors to the volume draw on a range of theoretical perspectives from Lefebvre, Benjamin, Bourdieu, Appadurai, Kress and van Leeuwen to both broaden and critique MacDougall's original concept. They argue that within these elite schools there is a relationship between their 'complex sensory and aesthetic environments' and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of these elite schools are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste-though metaphorically understood- sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalisation within the context of elite schooling.

This new work from Alan Block explores the contemporary discourses of education, scholarship and learning. "Pedagogy, Religion and Practice" offers a strong argument for the centrality of ethics in curriculum, scholarship and the classroom, and presents a powerful argument against the present emphasis on standards and quantitative accountability.

Arguing that 'education is freedom', Paulo Freire's radical international classic contends that traditional teaching styles keep the poor powerless by treating them as passive, silent recipients of knowledge.

Grounded in Freire's own experience teaching impoverished and illiterate students in his native Brazil and over the world, this pioneering book instead suggests that through co-operation, dialogue and critical thinking, every human being can develop a sense of self and fulfil their right to be heard.

Communists on Education and Culture, 1848-1948 is aimed at both a specialist and non-specialist readership. It provides a detailed yet readable account of the attitudes of leading communists, including Marx, Engels, Lenin, Trotsky, Gorky, Gramsci, Lukacs, Mao Zedong and John Maclean, towards education and culture during the first 100 years of the communist movement.

Andreotti illustrates how postcolonial theory is applied in the contexts of educational research/critique and in pioneering pedagogical projects. She offers an accessible and useful overview and comparison of theoretical debates related to critiques of Western/Northern hegemony.

How much do schools really matter? How sure are we on "what works" in education and why? Why is it that certain educational practices work better than others in improving educational effectiveness?

In this book recent research and theoretical interpretations are used in a critical analysis of the knowledge base on educational effectiveness. It offers new insights into the most promising levers for school improvement and shows future directions for educational research.

In the first part of the book concepts of school and educational analysis are defined, and various alternative perspectives discussed. The scope and range of application of the concept of school effectivenesss is demonstrated by referring to empirical studies on the stability of school effects over time, the consistency of effects over grades, classrooms and subject matter areas and the generalizability of research findings across contexts. Particular attention is given to international comparative findings.

The second part of the book is an assessment of the available knowledge base by means of a context analysis of instruments to measure hypothetical effectiveness enhancing conditions and a review of reviews and meta-analyses.

In the third part the modelling and theoretical interpretation of educational effectiveness is the central issue, laying bare basic explanatory mechanisms that are examined for their usefulness as levers for school improvement.

In the final chapter implications for future research in educational effectiveness are examined.

This book traces the journey of two individuals who have spent their lives on both sides of the teacher/professor's desk. Between them, they went from attending kindergarten to being a college president, and in that journey, they held positions ranging from classroom teacher in the New York City public schools, every rank of the professorial ladder, to almost every administrative position available in a university. In their book, Marcus and Vairo are totally candid in relating their experiences in their various roles. They are highly opinionated, but these opinions are based on the realities they encountered with students and colleagues at all levels of education. This book utilizes vignettes as well as commentaries to tell a story of two educators who have worked at every part of the United States. There is little that has happened in education since the 1940's down to the present day that is not touched on in this book. Marcus and Vairo are "insiders" with no ax to grind. They tell the truth as they see it!

Higher and tertiary education are crucial to modern nations. Vietnam has great potential, but its universities and colleges are poor-performing, under-funded and slow to change compared to those in neighbouring East Asian nations. This book analyses the problem and provides constructive solutions for the reform of higher education.

This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. The combination of socio-cultural, situative and socio-cognitive epistemological traditions underlying the different contributions enables the integration of the motivational, affective and cognitive aspects of learning and the examination of their mutually interacting influences. The methodological implications of these conceptual developments are discussed and a range of innovative research methodologies reported throughout the different chapters. The emphasis on integrative, holistic, systematic and situated approaches to the study of motivation and engagement during the process of learning and over time is in line with contemporary thinking in the discipline of educational psychology as a whole. Overall, this volume highlights how motivation research is reaching out beyond its own traditional domain of study and is taking a leading role in the overall study of learning and instruction.

The debate over the proper approach to educating our youth on the postsecondary level has never been more contentious than now. On one side are traditionalists who argue for preservation of the canon of timeless classics as the indispensable foundation for a good education. On the other side are reconstructionists who criticize the classics as the vestiges of a wealthy, powerful elite, which do not reflect the diversity of today's multicultural society. As a result the campus has become polarized in a sometimes heated power struggle that calls into question core educational values and academic freedom.
Unlike other works offered today in the philosophy of education, this anthology combines classic and contemporary approaches to educational theory. It thus takes a first step toward integrating the major contributions found in both traditional and nontraditional scholarship. The selections not only provide an introduction to some of the major trends of thought in contemporary educational theory, but also suggest provisional solutions to some of the problems that have fueled the quarrel between the two camps. These solutions, argues editor Edmund Wall, depend both on historical texts and on a broad range of contemporary contributions.
Divided into three main sections-classics, politics and education, and free speech on campus-the collection includes the famous names of history-Plato, Aristotle, John Locke, John Stuart Mill, Karl Marx, and John Dewey, as well as contemporary contributors-Allan Bloom, Sidney Hook, Mortimer Adler, Paulo Freire, Michael W. Apple, Nobuo Shimahara, Robert L. Simon, Henry David Aiken, Amy Gutman, Thomas C. Grey, Alan L. Keyes, Charles R. Lawrence, III, and Nadine Strossen.
This timely collection of important essays on a conflict that deeply divides the academic community is a must for educators and students alike.

In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society. Language, Race, and Power in Schools unravels the ways and degrees to which these groups have faced and resisted oppression, and draws on critical discourse analysis to examine how multiple forms of oppression intersect. This volume interrogates areas of discrimination and injustice and discusses possibilities of developing coalitions and concerted efforts across the lines of diversity.

Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts underlying conflict transformation and strategies that have been adapted for use in professional practice. The contributors describe formal peace education with university students in different fields of study and informal learning of adults in community settings. Comprehensively, this book supports professionals who specialize in conflict work as well as instructors and learners in several disciplines which all respond to conflict.