Cummings / Gopinathan / Tomoda The Revival of Values Education in Asia & the West

1. Auflage 2014
ISBN: 978-1-4832-9638-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 7, 183 Seiten, Web PDF

Reihe: Comparative and International Education Series

It is clear from cross-national investigations that the concern with values education is universal, but that national approaches to the critical questions confronting value educators are extraordinarily diverse. This volume begins by examining the context of the revival of values education, and asks why it is gaining new impact in national and local educational systems. Chapter 2 helps to locate values education in its historical time and place. The case studies presented in Chapters 3-9 provide examples of the major variations in national practice in Asia and the West; and the concluding chapter identifies many of the options open to educational leaders. The aim of the book is to provide both practitioners and scholars with insights into the latest developments so that they can approach their work with broader vision and compassion.

Autoren/Hrsg.

Cummings, W. K.

Gopinathan, S.

Tomoda, Y.

Inhaltsverzeichnis

1;Front Cover;1
2;The Revival of Values Education in Asia and the West;4
3;Copyrigh Page;5
4;Table of Contents;8
5;Introduction to Series;6
6;Acknowledgments;7
7;PART 1: Introduction;10
7.1;CHAPTER 1. The Revival of Values Education;12
7.1.1;The Significance of the Past;13
7.1.2;The Critical Questions;14
7.1.3;Values Education in Developing Societies;15
7.1.4;The Selection of Values;16
7.1.5;The Primacy of Schools;16
7.1.6;The Plan of this Book;17
7.1.7;References;18
7.2;CHAPTER 2. Values Education in the Curriculum: Some Comparative Empirical Data;20
7.2.1;Background;21
7.2.2;Data;26
7.2.3;Results;27
7.2.4;Conclusions;35
7.2.5;Appendix;36
7.2.6;References;37
8;PART 2: The West;38
8.1;CHAPTER 3. Values Education in the Western European Tradition;40
8.1.1;A Model Depicting Influences upon Values Education;41
8.1.2;Questions and Sources of Information;44
8.1.3;Common Themes of Values Education;45
8.1.4;Differences in Approaches to Values Education;49
8.1.5;Renewed Interest in Values Education;54
8.1.6;Conclusions;60
8.1.7;References;65
8.2;CHAPTER 4. The Good Citizen—A Threatened Species?;68
8.2.1;The Decline of Civic Education;68
8.2.2;Citizen Obligations;69
8.2.3;The Dual System of Civic Education;70
8.2.4;Citizenship and Civic Consciousness;71
8.2.5;The Promise of National Service;72
8.2.6;The Military Dimensions of National Service;74
8.2.7;The Frontiers of National Service;75
8.2.8;References;80
9;PART 3: Asia;82
9.1;CHAPTER 5. Politics and Moral Education in Japan;84
9.1.1;Pre-war Moral Education;84
9.1.2;Post-war Moral Education and Politics;86
9.1.3;The Post-war Moral Vacuum and Conservative Counter-reforms;87
9.1.4;The Teachers Union;87
9.1.5;Public Attitudes to Moral Education;88
9.1.6;Ministry of Education Policy;89
9.1.7;Moral Education at School;90
9.1.8;Changes in Children's Out-of-School Life;98
9.1.9;Conclusion;100
9.1.10;References;100
9.2;CHAPTER 6. Ideologies in Korea's Morals and Social Studies Texts: A Content Analysis;102
9.2.1;Historical Background;103
9.2.2;Regime Influence on the Curriculum and Textbooks;105
9.2.3;Content Analysis of Textbooks;107
9.2.4;Implementation of Values Education in Schools;114
9.2.5;Recruitment of Teachers;116
9.2.6;Conclusions;116
9.2.7;References;117
9.3;CHAPTER 7. A Subtle and Silent Transformation: Moral Education in Taiwan and the People's Republic of China;118
9.3.1;The Structure of Moral Education in Taiwan;118
9.3.2;What the Textbooks Say;119
9.3.3;The Role of Teachers;123
9.3.4;Problems and Issues for the Future;126
9.3.5;Moral Education in the People's Republic of China;128
9.3.6;Problems for the Future;136
9.3.7;References;138
9.4;CHAPTER 8. Being and Becoming: Education for Values in Singapore;140
9.4.1;The Socio-Political Framework for Values Education in Singapore;140
9.4.2;The School Environment;143
9.4.3;Curriculum Initiatives;146
9.4.4;Towards an Assessment;150
9.4.5;References;154
9.5;CHAPTER 9. Moral Education in a Developing Society: The Malaysian Case;156
9.5.1;Development of Education;157
9.5.2;The National Education System;157
9.5.3;Towards the Moral Education (ME) Syllabus;160
9.5.4;The Moral Education (ME) Syllabus;161
9.5.5;Curriculum Implementation;163
9.5.6;ME as a Single Subject in the School Curriculum;164
9.5.7;Curriculum materials;164
9.5.8;Teaching–Learning Strategies;165
9.5.9;Moral Values and the Total School Programme;167
9.5.10;Commendations, Rewards and Recognition;168
9.5.11;Conclusion;169
9.5.12;References;171
10;PART 4: Conclusion;172
10.1;CHAPTER 10. Policy Options for Values Education;174
10.1.1;Policy Formation and Policy Analysis;174
10.1.2;Why Values Education?;177
10.1.3;What Should Be the Scope and Content of Values Education?;180
10.1.4;For Whom?;183
10.1.5;By Whom?;185
10.1.6;How;186
10.1.7;Conclusion;188
10.1.8;References;189
11;Index;190