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Originally published in 1974 Values and Moral Development in Higher
Education deals practically with various aspects of the impact of
higher educational processes, recognising a need for these to be
inter-related and understood within a common framework. It takes
the form of a set of contributions whose authors have sought to
relate their perspectives and experiences by reference to John
Wilson's philosophical analyses of the nature of moral maturity and
the possible aims of moral education, and, where possible, to each
other.
Originally published in 1974 Values and Moral Development in Higher
Education deals practically with various aspects of the impact of
higher educational processes, recognising a need for these to be
inter-related and understood within a common framework. It takes
the form of a set of contributions whose authors have sought to
relate their perspectives and experiences by reference to John
Wilson's philosophical analyses of the nature of moral maturity and
the possible aims of moral education, and, where possible, to each
other.
The background to this book, first published in 1986, and its
underlying concern lies with those aspects of education which
relate to values. Amongst these, moral and social values are often
thought of as central, and they are the title's primary concerns.
The study also deals with the value aspects and implications of the
major areas of the sec
This collection of original contributions by leading researchers
celebrates the 1996 centenary of the births of the two most seminal
figures in education and developmental psychology - Jean Piaget and
Lev Vygotsky. Research in their footsteps continues worldwide and
is growing.
What are the implications for the future for this extensive
programme? Which of the large body of findings has proved most
important to current research? Based around five themes, these
original contributions cover educational intervention and teaching,
social collaboration and learning, cognitive skills and domains,
the measurement of development and the development of modal
understanding.
Full Contributors: Professor Michael Beveridge, University of Bristol; Professor Michael Shayer, University of Cambridge; Dr. Gerard Duveen, University of Cambridge; Professor A.N. Perret-Clermont, Universite de Neuchatel, Switzerland; Professor Peter Bryant, University of Oxford; Professor Lauren Resnick, University of Pittsburg, USA; Dr. Trevor Bond, James Cook University, Australia; Dr. Margaret Chalmers, University of Edinburgh; Dr. Brendan McGonigle, University of Edinburgh; Dr. Paul Harris, University of Oxford; Professor Deanna Kuhn, Columbia University, USA; Dr. Julie Dockrell, Institute of Education, London; Dr. P. Tomlinson, University of Leeds; Dr. R. Campbell, Stirling University; Dr. Gerry Finn Strathclyde University; Dr. Jon Ridgeway, Lancaster University; Professor Kathy Sylva, Institute of Education, London
The background to this book, first published in 1986, and its
underlying concern lies with those aspects of education which
relate to values. Amongst these, moral and social values are often
thought of as central, and they are the title's primary concerns.
The study also deals with the value aspects and implications of the
major areas of the sec
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