The Problem of Current Moral Education of Elementary School-from the point of view of moral nativist

The article analyzes the need to use new methodological principles in the reform of education, as a result of which an effective solution can be found. It is based on the importance of using synergetic methodology along with other philosophical methodologies in the philosophical analysis of the educational process. It was noted that it is necessary to carefully study the national roots of spiritual and moral education, analyze it from the point of view of the idea of independence education, ideology, and conduct large-scale research in this area.

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Construction of correspondences between the sky we see and the heliocentric model: problem-based learning in 7th grade of elementary school

Proceedings of the International Astronomical Union ◽

10.1017/s1743921321000326 ◽

2019 ◽

Vol 15 (S367) ◽

pp. 444-445

Author(s):

Fernando Ariel Karaseur ◽

Alejandro Gangui

Keyword(s):

Elementary School ◽

Solar System ◽

Model Problem ◽

Point Of View ◽

School Students ◽

Moon Phases ◽

The Earth ◽

External Point ◽

Local Point ◽

Specific Material

AbstractWe present the results of the implementation of a didactic sequence based on the formulation and resolution of astronomical problems by seventh grade elementary school students from the Autonomous City of Buenos Aires, Argentina. Its objective is to generate a meaningful understanding of the heliocentric model of the Solar System from the systematization of topocentric observations of the sky, either direct or mediated by resources such as diagrams, Stellarium software and tables, which we correlate with the parallel globe, other models with specific material and the Solar System Scope software. Throughout the sequence we address topics such as the diurnal and annual movement of the Sun, the night sky, astronomical ephemeris, Moon phases and eclipses. These are developed in parallel to the sphericity of the Earth and the concept of motion in science. For each of these topics we start from its recognition. We then implement strategies to guide students towards a possible description from the local point of view, and then extend it to other locations on the surface of the Earth. We encourage them to explain their ideas about the possible links between these topocentric observations and the corresponding relative positions of the celestial objects as seen from an external point of view to the Earth. These ideas are then contrasted with geocentric and heliocentric models. Here we highlight the integrative instances in which the students formulated problems in small groups and shared them for their resolution. Thus, motivated and challenged by the collaboration between peers, they became the protagonists of their learning.

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SCIENTIFIC AND PEDAGOGICAL ESSENCE OF THE CONCEPTS OF "MORALITY" AND "SPIRITUALITY"

Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences ◽

10.37313/2413-9645-2021-23-77-40-43 ◽

2021 ◽

Vol 23 (77) ◽

pp. 40-43

Author(s):

E.S. Panina ◽

Keyword(s):

National Identity ◽

Moral Education ◽

Life Stage ◽

Historical Analysis ◽

Educational Process ◽

Point Of View ◽

Spiritual Needs ◽

Pedagogical Practice ◽

Self Actualization ◽

Rules And Principles

Тhe article examines the concepts of "morality" and "spirituality" based on research by domestic, foreign scientists, psychologists of different eras. The main directions of the study of concepts are highlighted. The main parameters of morality from a pedagogical, philosophical point of view are emphasized. Highlighting the main parameters of morality. Definition of the concept of "morality" based on historical analysis. The substantive part of the concepts of spiritual, moral and moral education. Spiritual and moral education is in demand in pedagogical practice and gives morality to the national identity. The characteristic of the content of the concepts of spiritual, moral, moral and moral education is presented, their features are determined. The relationship between morality and spirituality in cultural identity. The importance of spiritual and moral education is in demand in modern pedagogical science, it is this education that enriches a person with national identity and contributes to the development of spiritual needs, motivating him in his actions to the national ideal, self-actualization. Consideration of the compatibility of physiological needs with the moral and moral qualities of a person. Cognitive and aesthetic layers in the pyramid of needs. Study of the concept of morality in the framework of the activity approach. The educational process and its content. The life stage of a person and the process of self-improvement. The role of the system of rules and principles of human behavior in society and the system of personal beliefs and priorities in life.

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Citizenship, Moral Education and the English Elementary School

Mass Education and the Limits of State Building, c.1870-1930 ◽

10.1057/9780230370210_2 ◽

2012 ◽

pp. 21-45 ◽

Cited By ~ 3

Author(s):

Susannah Wright

Keyword(s):

Elementary School ◽

Moral Education

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Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

Chemistry Education Research and Practice ◽

10.1039/c5rp00068h ◽

2015 ◽

Vol 16 (3) ◽

pp. 670-679 ◽

Cited By ~ 1

Author(s):

Seoung-Hey Paik

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Point Of View ◽

School Students ◽

Science Textbooks ◽

Discrepant Event ◽

5Th Grade ◽

Obvious Source

The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples.

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Formative Assessment: Revisiting the territory from the point of view of teachers

McGill Journal of Education ◽

10.7202/1006438ar ◽

2011 ◽

Vol 46 (2) ◽

pp. 247-265 ◽

Cited By ~ 1

Author(s):

Joëlle Morrissette

Keyword(s):

Elementary School ◽

Formative Assessment ◽

Elementary School Teachers ◽

Point Of View ◽

School Teachers ◽

Know How ◽

Group Interviews

This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their “ways of doing things,” by revisiting and elaborating upon assessment episodes that had been previously identified on classroom videotapes. An interactionist analysis served to describe the territory of formative assessment according to the range of their formal and informal “ways of doing things.”

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Art and Morality

Philosophy ◽

10.1093/obo/9780195396577-0108 ◽

2013 ◽

Author(s):

Andrea Sauchelli

Keyword(s):

Moral Education ◽

Great Majority ◽

Well Being ◽

Point Of View ◽

Proper Function ◽

Human Beings ◽

Ethical Criticism ◽

Positive Role ◽

Works Of Art

A great number of works of art, it is commonly claimed, are aesthetically valuable. Some philosophers have even argued that providing an aesthetically pleasing experience is their only proper function. However, some of these artworks display or invite us to adopt an immoral point of view. Even worse, they even seem to make immoral situations delightful and appealing. The following questions thus arise: Does the alleged immorality of these works count as an aesthetic or artistic defect? Can an immoral movie or novel ever be a great example of its kind? In addition to these concerns related to art evaluation, the connection between various forms of art and morality has been investigated by discussing the capacity of works of art to move us emotionally. More specifically, thinkers from different traditions and ages have remarked that works of art are clearly able, first, to stir our emotions in a particularly effective way, and, second, to invite us to act following certain ideas that have been made appealing by their beauty or other aesthetic qualities. Plato was the first in the Western tradition to evaluate in a systematic way whether, as a consequence of the previous considerations, we should supervise the storytellers who are supposed to educate our youth. Other philosophers, from Aristotle to more recent advocates of the value of the humanities, have argued in favor of the positive role that truly great works of art may have in our moral education. Contemporary philosophers are also interested in the role of imagination in fictional immoral contexts (can we engage with immoral works of art and be justified in so doing?). They are also interested in the role played by art in contributing to our well-being and flourishing as human beings. The great majority of recent works on the topic, however, are focused on an assessment of the arguments in favor or against ethical criticism, with a particular emphasis on the criticism of representational works of art. Other issues at the intersection of art and morality are the concept of the obscene, the value of pornography, and censorship.

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Arithmetic and history

The Arithmetic Teacher ◽

10.5951/at.17.6.0488 ◽

1970 ◽

Vol 17 (6) ◽

pp. 488-491

Keyword(s):

United States ◽

Elementary School ◽

The United States ◽

Point Of View ◽

School Mathematics ◽

Historical Events ◽

Elementary School Mathematics ◽

History Of

One's understanding of his culture is enriched when the important historical events relating to the culture are examined from a quantitative point of view. Elementary school mathematics can help our pupils (and probably ourselves) make sense out of some events or happenings of the history of the United States.

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Informal geometry through symmetry

The Arithmetic Teacher ◽

10.5951/at.16.6.0433 ◽

1969 ◽

Vol 16 (6) ◽

pp. 433-436

Author(s):

J. Richard Dennis

Keyword(s):

Elementary School ◽

Point Of View ◽

School Program ◽

Class Time ◽

School Geometry

The geometry component of the elementary school program is the basis of much I discussion today. Many of the efforts in this area of mathematics have approached elementary school geometry from the point of view of Euclid's postulates. Another approach to geometric topics is based on the idea of symmetry.* A unit using this approach would involve five to six weeks of class time and would do much to augment the elementary school geometry program.

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