Some observations on character-training in a sole-charge school

It seems evident that the New Zealand Department or Education is giving some emphasis to the subject of Character-Training. The 1928 Syllabus of Instruction for Primary Schools, which came into force on the 1st. February 1929 includes "Character-Tralnlng" as a subject of instruction, and it receives pride of place by being first on the list. The previous complete revision of the Syllabus for Primary Schools as made in 1919. In that syllabus the subject of instruction were grouped under six general headings, the fifth one of which was "Man and Society" and included "Moral Instruction." Both the change in title and the chan place are significant of emphasis on the subject.

Some observations on character-training in a sole-charge school

It seems evident that the New Zealand Department or Education is giving some emphasis to the subject of Character-Training. The 1928 Syllabus of Instruction for Primary Schools, which came into force on the 1st. February 1929 includes "Character-Tralnlng" as a subject of instruction, and it receives pride of place by being first on the list. The previous complete revision of the Syllabus for Primary Schools as made in 1919. In that syllabus the subject of instruction were grouped under six general headings, the fifth one of which was "Man and Society" and included "Moral Instruction." Both the change in title and the chan place are significant of emphasis on the subject.

Moral Education and Practice

The second part of The Doctrine of Virtue is the doctrine of methods that concerns moral education and the practice of virtue. This chapter elaborates Kant’s conception of moral education including the so-called catechism method of moral instruction. The methods of practicing virtue Kant refers to as “ethical ascetics,” in which he stresses the importance of striving to be both “valiant and cheerful” in carrying out one’s duties. Following this is Kant’s conclusion to the book, in which he explains why a metaphysics of morals does not include reference to God or religion. The chapter concludes with reflections on the outstanding tasks for the methods including how the pure laws of morality can gain access to one’s mind and how they can also influence one’s decisions.

Study of moral education as the objectives in College English teaching: A case from the Teaching Star final competition in 2020

With the reform of educational evaluation in China, moral education has received much attention. Many scholars have discussed different aspects of the topic. To fulfill the fundamental task of educating students by instilling virtues as proposed by the Central Government, colleges and universities across the country are carrying out education and teaching reform by striving to combine language teaching with moral education. But how can moral education be included in the teaching and learning of English? Is it possible to improve students’ morality while developing their linguistic ability? Based on Hauenstein's taxonomy of educational objectives, this study examined the cases of the Teaching Star final competition in 2020 as examples for analysis, aiming to identify the means to effectively improve the moral education of students in the teaching and learning of College English. All of the objectives and classroom activities are sorted out and analyzed as to whether the objectives of moral education were gained, according to the framework constructed under the guidance of Hauenstein’s taxonomy of educational objectives. The analysis is undertaken from the perspectives of moral education as the objectives, classroom activities and the completeness of the moral instruction system. It is showed that the candidate teachers have awareness of combining language teaching with moral education by formulating teaching objectives at various levels and considering the moral educational function in organizing classroom activities. Despite the results reported here, it is clear there is still much room for improvement. Some moral educational objectives do not display the characteristics of moral education. Most moral educational goals appear to be set at a low level, with the result that they fall short of creating a good behavior profile and, more importantly, of achieving the government’s moral educational goals. It appears clearly that the design of the classroom activities in the cases examined could not support the achievement of the moral educational goals. In consideration of all of these concerns, College English teachers may need to reconsider the cognitive levels of the moral educational goals and design different levels of classroom activities to achieve the goals. Keywords: Moral educational goals, classroom activities, behavioral domain, behavioral profile

Paideia

This chapter elucidates how the fabricated images of Demades helped to affirm the importance of paideia—as education and moral instruction—for the socially privileged position of the pepaideumenoi. The figure of Demades accentuated the ethical and professional rewards of paideia, and especially rhetorical education, in more than one way. He became an example of a persuasive orator who was always able to come up with a witty retort, quickly capture and deftly manage the attention of the audience, and speak effortlessly on the spur of the moment. Many more excerpts, however, employ Demades as a negative example: a poor commoner who lacked paideia and moral integrity, he was the opposite of the students whose education entitled them to membership in the intellectual, social, and political élite of the city. Although they seem to be mutually exclusive, these images served the same educational purpose and coexisted within the context of rhetorical schooling.

The Artisan Economy and the New Spirit of Capitalism

Against the backdrop of deindustrialization and the rise of the service economy, small artisan businesses have been promoted as a liberatory alternative to large-scale enterprise and mass production in the wake of the 2007 global financial crisis. We analyze advice manuals for aspiring artisan entrepreneurs by adapting Boltanski and Chiapello’s (2005) framework and analysis of management textbooks to investigate books for would-be artisan business owners. These texts are “manuals of moral instruction” (58) that offer the reader the promise of a more fulfilling and ethical life through self-employment. We reveal that the artisan economy promoted by these advice manuals represents a further evolution in capitalism’s co-optation of the artistic critique via the oppositional strata of punk and indie youth subcultures—and their style.

Assessing preschool education quality via the ECERS-R scales

The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.