Volume 30, Issue 1, February 2025, Page 104-111.

Moral education is a core component of ideological and political courses in primary and secondary schools and universities in China, and also an important part of contemporary Chinese Marxist educational theory and practice. In Chinese senior high schools, the main curriculum and platform for moral education is ideological and political courses. The Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised) issued by the Ministry of Education of the People’s Republic of China explicitly (...) includes a course on logical thinking in the ideological and political curriculum in general senior high schools, strengthening the importance of logic in moral education there. In this paper, the authors explain the necessity of intensifying logic training for contemporary Chinese teenagers, introduce and interpret the relevant contents in the Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised), and put forward some theoretical suggestions on how to conduct teaching on the subject of logic. (shrink)

Description: Suddhadvaita or the system of Pure Monism of Sri Vallabhacarya claims to be the most faithful and authentic exposition of the real teachings of the Upanisads as it purifies the Non-Dual Ultimate Reality of the extraneous concept of Maya introduced by Samkara under the influence of Buddhism. In this system we have the concept of Non-Dualism or Advaita in its pristine, Upanisadic sense unblemished by Samkara's Illusionism, the concept of a Concrete, Personal and determinate Ultimate Reality. In recent years (...) many important works expounding the philosophy of Sri Vallabhacarya have been published but none of them have endeavoured a problem-wise study of this system which is essential for its proper understanding vis-a-vis the claims of other Vaisnavite schools. This book attempts to supplement this want by under-taking a problem-wise exposition of the philosophy of Sri Vallabha and his followers incorporating the views and solutions of other schools as well. Vallabhism as a philosophico-religious creed of Vaisnavism has the distinction of putting forward a novel creed and theory of Bhakti known as Pusti-bhakti which acquires a central place in the Suddhadvaita system. The author has, therefore, discussed it, at length, to distinguish it from other forms of Bhakti propagated in other schools of Vaisnavism. The author has, in this study, based himself only on Samskrta sources providing the reader with an outline of the basic philosophical and religious theories and concepts of Sri Vallabhacarya and his followers. (shrink)

This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different (...) conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy. (shrink)

To understand the relationship between kindergarten school-based research and preschool teachers’ teaching ability and identify the mechanism by which SBR affects teachers’ teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of (...) preschool teachers. SBR influenced teaching ability through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability via an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers’ teaching ability but also should examine the role of teachers’ beliefs and influence teachers’ teaching abilities by changing teachers’ teaching beliefs. (shrink)

Big business moguls seem determined to dismantle public schools in the name of a market driven system of educating children via vouchers and charter schools. No Child Left Behind contributes to this business-model and penalizes children and teachers with unrealistic expectations and expensive unnecessary testing. Research indicates that NCLB, charter schools, and vouchers do not improve students’ learning or help educators teach better. The facts presented herein are evidence of public school successes and provide reasons to honor public (...) class='Hi'>school educators and support public schools across America. (shrink)

In the paper, the topic of teaching ethics in schools in Poland according to the Core Curriculum is analyzed. The authors refer to the historical background of introducing Ethics into schools and controversies accompanying it. They also refer to some fundamental problems affecting the teaching of Ethics in Polish schools. The main focus of the article is the idea that most of the problems result from setting Ethics in opposition to Religion, which appears invalid as far as (...) the curriculum is concerned. Ethics should be an obligatory subject for all levels of education. The aim of the authors is not to exhaustively present all the problems that are making the teaching of Ethics in Poland difficult, but to present to the foreign reader the curriculum and a broad outline of the difficulties that teaching Ethics faces in Polish schools. (shrink)

Although inquiry-based instruction has been a centerpiece of progressive visions of social studies education almost since its inception as a school subject a century ago, teachers often struggle to conceptualize it in ways that make true inquiry possible for their students. In this essay I suggest that social educators strengthen their connection with John Dewey’s pragmatic epistemology as the foundation of inquiry-based teaching in social studies, arguing in support of an approach that holds the promise of advancing goals (...) associated with meaningful democratic citizenship education. (shrink)

Rationale and objectives: Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. -/- Methods: We searched the curriculum websites of all accredited medical schools in Canada, the UK and (...) the US to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman's correlation and inverse variance weighting meta-analysis. -/- Results: We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 154 in the US. Of these, nine (56%) in Canada, 34 (73%) in the UK and 124 (80%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were medical humanities (unspecified), history, and literature (Canada); sociology and social medicine, medical humanities (unspecified), and art (UK); and medical humanities (unspecified), literature and history (US). Higher ranked medical schools appeared less likely to offer medical humanities. -/- Conclusions: The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK and the US varies, and there appears to be an inverse relationship between medical school quality and medical humanities offerings. Our analysis was limited by the data provided on the Universities' websites. Given the potential for medical humanities to improve medical education and medical practice, opportunities to reduce this variation should be exploited. (shrink)

Growing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral,have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A (...) case is made for regarding philosophical ethics and religious studies not as alternative avenues to values education but each as a core curriculum priority, different but complementary to the other in its content. (shrink)

Učenikova mogućnost izbora sadržaja učenja tijekom općeg obveznog obrazovanja važan je korak ka individualiziranom razvoju. Unatoč proklamiranim potrebama društva za razvojem kompetencija u tzv. STEM području, u hrvatskom su obrazovnom sustavu aktivnosti iz ovog područja najmanje zastupljene u kurikulumu općeg obrazovanja. Stoga je provedeno istraživanje interesa učenika za izbornu nastavu tehničke kulture te za aktivnosti koje bi odabrali kad bi mogli birati što će u školi učiti i raditi. Istraživanje je provedeno na stratificiranom uzorku učenika osnovnih škola u Hrvatskoj u (...) dobi od 11. do 15. godine života. Analizom rezultata istraživanja ustanovljeno je da su aktivnosti iz IKT-a, robotike, programiranja i modelarstva najatraktivnija područja za izbornu nastave tehničke kulture. Kad je riječ o aktivnostima u školi, učenici bi najradije odabrali sportske aktivnosti, a potom slijede informatičke, prirodoznanstvene i tehničke aktivnosti. Ovakav nalaz ukazuje na nužnu preobrazbu školskog kurikuluma koji će učenicima omogućiti razvoj u skladu s njihovim interesima. (shrink)

Many scholars have investigated education management. Scholars in the education field have made significant achievements in contributing to multiple educational reform policies, while other scholars discuss teacher-related issues from the perspective of organizational behavior. The teaching innovation of high school teachers plays a critical role in students’ learning attitude and motivation, especially in the context of the COVID-19 pandemic. Teachers need to utilize more diversified teaching methods to enable students to carry out effective learning. In order to (...) examine teachers’ teaching innovation, this study explores teaching innovation intentions and performance from the perspective of individual and social factors in combination with goal-oriented behavior and social identity theory. This study conducts questionnaires with a sample of Chinese coastal high school teachers, and obtains a total of 475 responses. The research results show that innovation attitude, positive anticipated emotion, group norms and social identity positively affect teachers’ teaching innovation intention; furthermore, teachers’ teaching innovation intention also positively affects their teaching innovation performance. Based on the comprehensive research findings, this research proposes corresponding theoretical and practical implications. (shrink)

Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to (...) examine how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research. (shrink)

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi?structured interviews with the principals. Functioning, well?being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in (...) schools with cultures stimulating professional development, combine (1) type A, achievement?oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component. (shrink)

This study examined the relationship between teachers’ beliefs regarding self-regulated learning, together with key demographic variables, including gender, school sector and teaching experience, and their SRL instruction. A survey investigating teachers’ beliefs and instructional practices regarding SRL was administered to 873 Hong Kong teachers teaching in primary and secondary schools. The instruments were examined from a Rasch measurement perspective and the results demonstrated satisfactory psychometric properties of the instruments for use with the current sample. The Rasch-calibrated person (...) measures were subsequently subject to hierarchical multiple regression analyses. The results showed that teachers’ beliefs about the benefits of SRL and student capacity in implementing SRL were positive and significant predictors of SRL instructional practices. Gender was also a significant predictor of SRL instructional practices, with female teachers demonstrating higher leve... (shrink)

Cognitive diagnostic assessment has been developed rapidly to provide fine-grained diagnostic feedback on students’ subskills and to provide insights on remedial instructions in specific domains. To date, most cognitive diagnostic studies on reading tests have focused on retrofitting a single booklet from a large-scale assessment. Critical issues in CDA involve the scarcity of research to develop diagnostic tests and the lack of reliability and validity evidence. This study explored the development and validation of the Diagnostic Chinese Reading Comprehension Assessment for (...) primary students under the CDA framework. Reading attributes were synthesized based on a literature review, the national curriculum criteria, the results of expert panel judgments, and student think-aloud protocols. Then, the tentative attributes were used to construct three booklets of reading comprehension items for 2–6 graders at three key stages. The assessment was administered to a large population of students in grades 2–6 from 20 schools in a district of Changchun City, China. Q-matrices were compared and refined using the model-data fit and an empirical validation procedure, and five representative cognitive diagnostic models were compared for optimal performance. The fit indices suggested that a six-attribute structure and the G-DINA model were best fitted for the reading comprehension assessment. In addition, diagnostic reliability, construct, internal and external validity results were provided, supporting CDM classifications as reliable, accurate, and useful. Such diagnostic information could be utilized by students, teachers, and administrators of reading programs and instructions. (shrink)

Business schools around the globe are seeking effective ways of incorporating business ethics into their programs (Melé 2008, Swanson 2004). Indications from both the market and accrediting bodies suggest best-practice programs will include ethics education. However, the debate continues as to whether meaningful learning is best achieved through stand-alone ethics experiences or via an integrated theme across the program of study (Tesfayohannes & Driscoll 2010, Wilhelm 2005). While many examples of required ethics-experiences can be found, to date, there is only (...) one business school that we are aware of that has implemented a required full-term postgraduate ethics course based on the Giving Voice To Values (GVV) (Gentile 2008) philosophy and content.The purpose of this article is to share the tacit knowledge gained in the authors’ experience of implementing such a course at the University of Western Australia’s Business School. (shrink)

For centuries medical schools in Britain and elsewhere had a fairly static curriculum based on what might be called the 'three Rs' of medicine, and consequently had to make room for new subjects as the need arose in a fashion which was sometimes makeshift. However, Southampton University has only had a medical school for six years, and therefore their course on medical ethics and legal medicine was carefully integrated into the curriculum after some preliminary experiments carried out (...) by a subcommittee which is continually reviewing the situation. Medical ethics has now a definite place in the fourth year, preceded by an introduction to ethical problems encountered in medicine in the first year. Not only do members of the medical faculty participate in this teaching but also members of the faculties of law and the arts. (shrink)

Understanding how teacher leaders are engaged in curriculum affairs is critical with the implementation of instructional decentralization. The current study adopts a qualitative approach to investigate Teaching Research Group leaders’ involvement in curriculum leadership in the Chinese context. It explores the conceptions of TRG leaders by interviewing 20 of them, observing four meetings held by TRG leaders, and collecting 10 extracts from appraisal summaries of TRG leaders in secondary schools in China. Drawing on the findings, this paper (...) examines the characteristics of TRG leader’s engagement in CL. More importantly, data highlighted significant problems the participants perceived and faced in their work as TRG leaders, which consisted of amplifying the necessity for empowering TRG leaders and identifying the phenomenon that said leaders are less empowered and less motivated to undertake the CL role. The results add to the international body of knowledge on the teachers’ engagement in CL. (shrink)

This paper discusses how the design of service-learning projects can foster students’ reflexivity in learning responsible management. The paper builds on the existing debate on the nature of reflexivity. It proposes to focus on the relationship between students and the structure of responsible management teaching as defined by the curriculum, the learning outcomes, and the expectations of Business Schools. The paper adopts Archer’s morphogenetic conceptual approach to explore analytically this agency-structure relationship in service-learning projects. Drawing on parallels with (...) ancient Greek theatre, the paper investigates how this relationship can morph via praxis and dialogue and affect reflexivity. The paper reflects on the empirical evidence from two service-learning projects. Each was run twice: once using a traditional class-based method and once using the Aristotelian approach to Greek Theatre. The two versions considered different configurations of the dimensions of time, space and action as well as of the role of the teacher in the student’s reflexive process. Empirical evidence highlights how students are more likely to take control of their own learning by enacting praxis in service-learning projects that are compressed in time, space, and course of action. Moreover, the reflexive journey changes when the teacher acts as a dialogical interlocutor as opposed to be a mere instructor in the project. The paper introduces implications for Business Schools in terms of teachers’ training in preparation for responsible management teaching. It also discusses the design for effective service-learning projects and collaboration with external agencies. (shrink)

We apply an action-oriented approach to business ethics education, Giving Voice to Values (GVV), to the topic of sustainability. The increasingly problematic impact of unsustainable economic activity is demanding actionable responses from business. However, traditional business ethics education has focussed on awareness and decision-making and neglected action-oriented methods. The GVV curriculum offers an applied and process-driven ethics approach thatcomplements more analytical ethics pedagogies. Because of its focus on action and expressing personal values, GVV can be thought of as largely (...) applicable to the micro-level of interpersonal interactions. This paper illustrates GVV’s potential for much broader application by presenting two caselettes spanning the micro-level of workplace refurbishment to the global-level of the mass dumping of electronic waste. Ways of crafting conversations around these sustainability issues are presented and implications of the GVV approach for both the teaching and practice of sustainability ethics are discussed. (shrink)

Background: The advances in science and technology increasingly lead to the appearance of ethical issues and to the complexity of care. Therefore, it is important to define the ethics position of students studying in health departments so that high quality patient care can be achieved. Objectives: The aim of this study was to examine the ethics position of the students at Shool of Health of an University in western Turkey. Methods: The study design was descriptive and cross-sectional. The study population (...) included 540 first, second, third, and fourth year students from the Departments of Nursing, Midwifery, and Rescue and Disaster Management in the 2013–2014 academic year. Data were collected with a Personal Identification Form and The Ethics Position Questionnaire. Obtained data were analyzed with Chi-square test, Confirmatory Factor Analysis, and Nested Analysis of Variance. Ethical considerations: Before conducting the research, approval was obtained from Ege University Clinical Research Ethics Committee in İzmir and written informed consent was taken from all the participants. Findings: There was no significant difference in the mean scores for the Ethics Position Questionnaire between the students in terms of years and fields of study. Although the mean scores for the subscale idealism did not differ between fields of study, the mean scores significantly differed between years of study. However, the mean scores for the subscale relativism did not differ in terms of years and fields of study. Discussion: Whether students are idealistic or relativistic in terms of ethical judgment will be effective in ethical decision-making skills during patient care. Therefore, we need to define the factors that influence students’ ethics position in the future. Conclusion: It is suggested that the courses and practices that teach students to be aware of their ethics position to create an ethical outlook can be placed in the curriculum in health schools. (shrink)

The movements to teach the responsible conduct of research and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions—the Illinois Institute (...) of Technology and Utah Valley University —provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities. (shrink)

A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six-module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school biology teachers worked together on the curriculum (...) under a contract between the National Institutes of Health and Education Development Center, a nonprofit research and development organization with a long history of innovation in science education. At the NIH, the Department of Bioethics within the Clinical Center and the Office of Science Education within the Office of the Director guided the project.Our overarching goal for Exploring Bioethics was to introduce students to bioethics as a field of inquiry and to enable them to develop ethical reasoning skills so they could move beyond “gut reactions” to more nuanced positions. (shrink)

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality (...) I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to (...) see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer. (shrink)

Kenneth Teitelbaum’s new book, Critical Issues in Democratic Schooling: Curriculum, Teaching, and Socio-Political Realities (2020), explores the myriad socio-political issues undergirding the work...

The infusion of environmental topics in science courses has long been considered an especially appropriate method of implementing the STS approach to science teaching. While this claim has been supported by anecdotal accounts and case studies, there are few relevant quantitative studies. To begin filling this void, a survey of science teachers in secondary schools in Dade County, Florida, was conducted to investigate the extent and effectiveness of the infusion of environmental topics in the science curriculum. The results (...) of this study indicate that the responding science teachers are very likely to incorporate environmental topics in their science classes. They do this regardless of their length of tenure, and most have engaged in the practice from the beginning of their careers. Finally, while the experience of a teacher in using environmental topics has some positive effect in increasing student interest, the success of this method depends much more strongly on the frequency of its use. Those teachers routinely using environmental topics as a vehicle for teaching science are most successful with it. (shrink)

Teaching ethics in public health programmes is not routine everywhere – at least not in most schools of public health in the European region. Yet empirical evidence shows that schools of public health are more and more interested in the integration of ethics in their curricula, since public health professionals often have to face difficult ethical decisions.

The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching (...) activities. It was answered by 1,403 teachers from Spain. The proposed activities varied depending on the learning promoted, the learning outcomes, the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies. (shrink)

Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range (...) of students, teachers, teacher educators and others involved in education. Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to âe~rational curriculum planningâe(tm), which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movementâe(tm)s most ambitious strategy, âe~the process modelâe(tm), and was its principal theorist. His idea of âe~the teacher as researcherâe(tm) lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools. What marked out Stenhouseâe(tm)s unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on his epistemological scepticism and forged in his encounters with expertly discerning teachers who valued and nurtured the intellectual independence of students, Stenhouse acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students. He changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism. (shrink)

The essential mission of the church is evangelization (EN 14). She establishes her own schools to accomplish this mission. Evangelization aims at the formation of the whole person. In this complete formation, the religion or faith dimension plays an important role in the development of the other aspects of one’s personality in the measure in which it is integrated into general education. The extent to which the Christian message is transmitted through education depends not only on content and methodology but (...) also on the teacher, usually the lay. The Catholic Schools and the lay educators receive from the Church, through the Bishops, this “mandate” of “an apostolic undertaking”. Religious instruction in the Archdiocese of Cebu rests on the religious congregations spread across the province. The congregations pursue mainly their vision, mission, and thrusts. This study sought to review the Catholic Life Formation (CLF) content and strategies of ten representative schools from the Catholic Church and the Catechism for Filipino Catholics to ensure the inclusion of basic doctrine and Faith essentials, evaluate the qualifications and the teaching performance of teachers CLF or Christian Living and propose a model for Cebu Catholic Life Formation Program Scope and Sequence and a corollary Facilitators Formation Program needed to implement it. CLF curriculum of the 10 schools varied greatly in catechetical focus. Review of curriculum content revealed that the essentials of the Faith lacked in organic and systematic manner of presentation. The 10 schools had variance in elements, systems and sequence of exposition, faith exposure and prayer forms lack in connectivity to Church prescriptions. Thus, a Model Cebu CLF Program Scope and Sequence is proposed for the utilization by the Catholic Schools in the Archdiocese of Cebu. Keywords - Cebu Catholic Life Formation, Archdiocese of Cebu. (shrink)

The New Curriculum Standards for teaching English introduced major changes in the culture of teaching and learning English in the Peoples Republic of China. Changes have been linked to changing goals for English instruction and a revision of Confucian values in schooling. In this article, we argue that this English curriculum proposes a new role, with new demands, for English-as-foreign-language teachers in the PRC. In order to implement the curriculum reform successfully, teachers involved in the (...) reform are required to have a shared understanding of its nature, purposes and scope. However, little is known about to what extent EFL teachers understand and engage with their new roles. This study examines teachers’ understandings of the new curriculum and of the new, demanding role of teachers implied by the curriculum. This is a mixed methods study involving an analysis of the curriculum document, a survey of EFL teachers and semi-structured interviews with a sample of teachers in the cohort. The findings suggest that many teachers know the content of the curriculum document, but expressed uncertainty about the implications of changes, uncertainty about what a shift to student-centered teaching and learning means and confusion about new professional development demands. The findings of this study have wider implications for EFL teachers, teacher educators, researchers and policy makers in the PRC and similar national contexts. This article highlights that, from an international perspective, introducing new ideas and practices should consider teachers’ existing understanding and experiences of the curriculum as well as the way in which they understand the purposes of the changes, and should promote a shared understanding of policy intentions. (shrink)

India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning (...) the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged. (shrink)

The National Medical Commission of India introduced the Competency Based Curriculum in Medical Education for undergraduate medical students in 2019 with a new module named Attitude, Ethics and Communication (AETCOM) across the country. There was a consensus for teaching medical ethics in an integrated way, suggesting dedicated hours in each phase of undergraduate training. The AETCOM module was prepared and circulated as a guide to acquire necessary competency in attitudinal, ethical and communication domains. This study was aimed to (...) explore the perceptions of students and medical teachers and identify the challenges in teaching and learning process of the newly implemented AETCOM module. It was a mixed method designed study with structured questionnaires for students and teachers at various medical schools in India. Based on the quantitative data, in-depth interviews with medical teachers were undertaken. Challenges were perceived by both students and teachers. The students had a mixed perception, facing difficulties in passive learning with scarce resource materials. Challenges identified by teachers were a lack of knowledge and skills required for teaching bioethics, the logistics of managing large numbers of students in the stipulated time frame, interdisciplinary integration—both horizontal and vertical, and assessment program in terms competency-based education. The study draws the attention of all stakeholders for a revision and efforts for further improvement in the teaching and assessment process, and setting a standard model in medical education in India. (shrink)

ObjectiveThere have been increased efforts to implement medical ethics curricula at the student and resident levels; however, practising physicians are often left unconsidered. Therefore, we sought to pilot an ethics and professionalism curriculum for faculty in obstetrics and gynaecology to remedy gaps in the formal, informal and hidden curriculum in medical education.MethodsAn ethics curriculum was developed for faculty within the Department of Obstetrics and Gynaecology at a tertiary care, academic hospital. During the one-time, 4-hour, mandatory in-person session, (...) the participants voluntarily completed the Oldenburg Burnout Inventory, Handoff Clinical Evaluation Exercise, University of Missouri-Kansas City School of Medicine and overall course evaluation. Patient satisfaction survey scores in both the hospital and ambulatory settings were compared before and after the curriculum.ResultsTwenty-eight faculty members attended the curriculum. Overall, respondents reported less burnout and performed at the same level or better in terms of patient handoff than the original studies validating the instruments. Faculty rated the professionalism behaviours as well as teaching of professionalism much lower at our institution than the validation study. There was no change in patient satisfaction after the curriculum. However, overall, the course was well received as meeting its objectives, being beneficial and providing new tools to assess professionalism.ConclusionThis pilot study suggests that an ethics curriculum can be developed for practising physicians that is mindful of pragmatic concerns while still meeting its objectives. Further study is needed regarding long term and objective improvements in ethics knowledge, impact on the education of trainees and improvement in the care of patients as a result of a formal curriculum for faculty. (shrink)

The U.S. military is developing augmented reality (AR) capabilities for use on the battlefield as a means of achieving greater situational awareness. The superimposition of digital data—designed to expand surveillance, enhance geospatial understanding, and facilitate target identification—onto a live view of the battlefield has important implications for virtuous conduct in war: Can the soldier exercise practical wisdom while integrated into a system of militarized legibility? Adopting a virtue ethics perspective, I argue that AR disrupts the soldier’s immersion in the scene (...) such that he is blinded to features beyond those identified in advance by the military’s system of cybernetic judgment. I turn to Michael Walzer’s classic account of the “naked soldier” dilemma to illustrate how AR capabilities radically shrink the bounds within which the soldier can cultivate the capacity for right conduct. By transforming the ambiguous ethical matter of killing an enemy combatant into the straightforward application of a rule, AR hollows out the soldier’s potential for virtuous action. The “smart battlefield” leaves no space for deliberative judgments that transcend the technical and legal determinations already written into the soldier’s view of the scene. (shrink)

Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.

The present study examined the attitudes of Filipino middle school students toward physical education and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years, participated in the study. The Physical Education Attitude Scale was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had (...) more favorable attitudes toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators, meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities. (shrink)

This article examines some of the ways that Muslim and evangelical Christian schools in England and The Netherlands deal with religious education. Various schools take different views about how aspects of religious belief should be taught and how Christian or Muslim belief should be related to the wider curriculum of the school. While some of the schools have attempted to integrate, for example, evangelical Christianity throughout the whole of the curriculum, others have been content to have the (...) religious teaching as a separate component of the curriculum. This paper uses the work of Basil Bernstein to describe and understand the nature of the religious curriculum in these schools. Through a series of case studies of schools and curricula it examines the nature of the curricula and their possible effects on children. (shrink)

Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools’ websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought information on required and (...) elective humanities content, hours of humanities instruction, types of disciplines, participation rates, and humanities administrative structure. The survey was completed by 134 schools. 70.8% of schools offered required and 80.6% offered electives in humanities. Global health and writing were the most common disciplines. Schools required 43.9 mean and 30 median hours in humanities. In the first two years, most humanities are integrated into other course work; most electives are offered as stand-alone classes. 50.0% of schools report only 0-25% of students participating in humanities electives. Presence of a certificate, concentration or arts journal increased likelihood of humanities content but decreased mean hours. Schools with a medical humanities MA had a higher number of required humanities hours. Medical humanities content in undergraduate curriculum is lower than is indicated in the AAMC annual report. Schools with a formal structure have a greater humanities presence in the curriculum and are taken by more students. (shrink)

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on (...) a case-by-case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. (shrink)

The Medical School for International Health was created in 1996 by the Faculty of Health Sciences at Ben-Gurion University of the Negev in affiliation with Columbia University’s Health Sciences division. It is accredited by the New York State Board of Education. Students complete the first three years of the program on the Ben-Gurion University campus in Be’er-Sheva, Israel, while fourth-year electives are completed mainly in the United States along with a two-month global health elective at one of numerous sites (...) located around the world . The unique four-year, American-style curriculum is designed not only to prepare physicians who will be able to work at both an individual and community level but also at both of these levels anywhere in the world. In this way, it combines elements of medical and public health curricula not limited to an American perspective. (shrink)

Pre-college philosophy has proliferated greatly over the last few decades, including in the form of ‘philosophy across the curriculum’. However, there has been very little sustained examination of the nature of philosophy as a subject relative to other standard pre-college subjects and the kinds of expertise an effective philosophy teacher at this level should possess. At face value, the minimal academic preparation expected for competence in secondary philosophy instruction, compared to the high standards for teaching other subjects, raises (...) questions and concerns. In this paper I make some provisional observations about the subject of philosophy and how it is taught from p4c through to the post-secondary level. I begin by examining the concept of ‘philosophy across the curriculum’ and offer a working analysis of the main features of philosophy's form and content that enable us to determine its relevance to, and difference from, other subjects. Next, I examine and critique what I term the ‘populist’ conception of philosophy, which correlates to lower expectations of teacher training, and use my own experience of teaching philosophy across the curriculum to shed doubt on the viability of this approach. In the third section I consider what I term the ‘autonomous’ conception of philosophy, which correlates to more stringent expectations of teacher capacity, and explain why it is preferable to the populist conception with some qualifications. I conclude by reflecting on how philosophy compares to other subjects that are advanced cross-curricularly and argue for more training of high school philosophy teachers. (shrink)

Since the advent of the No Child Left Behind Act of 2001, classrooms in the U.S. have experienced a steady decline in the amount of time teachers spend on social studies, with the elementary grades suffering the highest level of decline. There is currently a need to understand how teachers perceive the problem of insufficient social studies instruction time and gain their perceptions of curriculum integration as a solution. The purpose of the qualitative case study was to explore how (...) 14 elementary social studies teachers in Grades 3 to 5 integrate social studies throughout the curriculum. In addition, another aim was to evaluate the outcomes of employing an integrated social studies curriculum on teaching civic competence to students. This qualitative case study included interviews and focus group discussions; data were then analyzed using a thematic analysis. It was discovered that teachers believed that by increasing instructional time for social studies, students’ understanding of the subject and its concepts should also increase; however, the key disadvantage was the need to have adequate time and planning to integrate the subject. The interviewed teachers shared that the best method of integration is by incorporating social studies concepts in classroom projects and activities. From the results, it is then recommended for the integrated curriculum theory to be strongly considered by the key educational decisions makers in the country. The results can help the schools determine how to best increase social studies instructional time, improve quality of social studies education, and the positive effects of instilling civic competence among their students. (shrink)

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment. Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past (...) and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice. School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness (...) through the practice of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)