Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.
Recenzijos
'A hugely important and timely book, Ethical Education, not only exposes and challenges the widespread contemporary betrayal of education, it also offers inspiring alternatives that return us to the enabling conditions and lived practicalities of human flourishing. The elegance and depth of its intellectual analysis is matched by the richness and range of its grounded cases studies. A must-read for all who wish to deepen their understanding of our present malaise and work for life-affirming, truly educational alternatives.' Michael Fielding, Emeritus Professor of Education, University College London
Daugiau informacijos
An innovative approach to ethical education, which places human relationships at the heart of students' well-being and pedagogy.
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vii | |
| General Introduction |
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1 | (10) |
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PART I THEORETICAL PERSPECTIVES ON ETHICAL EDUCATION |
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11 | (4) |
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1 Ethics in Education: A Relational Perspective |
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15 | (12) |
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2 Ethical Relationships in Schools: Learning to Engage with Others |
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27 | (16) |
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3 Towards an Ethical Understanding of Others |
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43 | (20) |
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59 | (4) |
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PART II PEDAGOGICAL APPROACHES TO ETHICAL EDUCATION |
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63 | (4) |
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4 Changing Cultures: Relationship and Sensibility in Ethical Education |
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67 | (12) |
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5 Ethical, Existential and Spiritual Re-Orientation |
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79 | (14) |
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6 Confirming Moral Agency: Through Pedagogy of the Sacred and Pedagogy of Difference |
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93 | (16) |
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105 | (4) |
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PART III ETHICAL EDUCATION IN PRACTICES |
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109 | (4) |
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7 Re-Learning the Value of Direct Experience: Schools as Ethical Communities |
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113 | (14) |
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8 Cultivating Inner Qualities: A Case Study of Developing Ethical Relations in Chinese Schools |
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127 | (22) |
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9 Ethical Relationships in Secondary Classrooms: A Case Study of Pedagogical Practices in the United Kingdom and Colombia |
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149 | (22) |
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169 | (2) |
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10 Towards Systemic Transformation |
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171 | (18) |
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| Notes |
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189 | (3) |
| Bibliography |
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192 | (8) |
| Index |
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200 | |
Scherto R. Gill is Senior Fellow at the GHFP Research Institute, and a Visiting Fellow at the University of Sussex. Scherto writes in the fields of education, dialogue and peace, and with Professor Garrett Thomson, she co-developed the notion of human-centred education, now practised in various countries. Garrett Thomson is Chief Executive Officer of the GHFP Research Institute. He is also Professor at the College of Wooster, Ohio, where he holds the Compton Chair of Philosophy. Garrett writes in the fields of well-being, education, peace and dialogue.
