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New perspectives on young children's moral education : developing character through a virtue ethics approach /
New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 001 | EBSCO_ocn934382652 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Eaude, Tony, |e author. | |
| 245 | 1 | 0 | |a New perspectives on young children's moral education : |b developing character through a virtue ethics approach / |c Tony Eaude. |
| 264 | 1 | |a London : |b Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, |c 2016. | |
| 300 | |a 1 online resource (vii, 203 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references (pages 189-196) and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover -- HalfTitle -- Series -- Title -- Copyright -- Contents -- Acknowledgements -- Introduction -- Part I The Context of Young Children's Moral Education -- 1 The Landscape of Moral Education -- Introducing the language of morality and ethics -- What does moral education entail? -- Pitfalls to avoid, dilemmas to address -- Recent debates on young children's moral development -- 2 The Basis of Ethics -- Why act in any particular way? -- Relying on rules, religion or rights? -- Living a good life? -- Searching for happiness or meaning? -- 3 The Changing Social and Cultural Context -- Looking back fifty years -- Exploring social and cultural change -- Considering the impact on children -- Preparing for an uncertain future -- 4 The Educational Context -- Education as a moral practice -- Recent trends in educational policy and practice -- Underlying assumptions about young children and learning and teaching -- Implications for moral education -- Part II The Roots of Moral Development -- 5 How Young Children Learn -- Lessons from neuroeducational research -- Attachment, anxiety and agency -- Imitation, feedback and habit -- Self-regulation and choice -- 6 Culture, Identity and Motivation -- Socialization and identity -- Understanding and responding to other people -- Rewards and sanctions -- Mindsets, goals and relationships -- 7 Learning to Live a Good Life -- Character, virtues and values -- Are values and virtues universal? -- Whose values, which virtues for an uncertain future? -- Implications for how young children learn to live a good life -- 8 Inclusive Learning Environments -- The influence of learning environments -- Hospitable space and the moral order -- Boundaries, routines and rules -- Working across all subject areas -- 9 Encouraging Empathy and Thoughtfulness -- Play, playfulness and drama -- Stories -- Using language. | |
| 505 | 8 | |a Expectations and example -- 10 Moving beyond Separate Programmes -- Separate programmes -- Balancing conflicting priorities -- Working in partnership -- Towards a virtue ethics approach -- 11 Gathering the Threads -- Implications for ethics -- Implications for children -- Implications for adults -- Implications for policy -- Bibliography -- Index. | |
| 520 | |a New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally. | ||
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| 650 | 0 | |a Moral education. | |
| 650 | 6 | |a Éducation morale. | |
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