Promoting the role of the personal narrative in teaching controversial socio-scientific issues

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal and the emergent science. In the context of controversy personal narratives help contending parties to see events in the light of those who do not share their views. A goal-oriented protagonist is the narrator in the personal narrative, which consists of three components - situation-event-reaction—the reaction being an evaluation of the event. Promoting personal narratives in science-based curricula is considered problematic given the dominant role of science’s explanatory frameworks. An inter-disciplinary approach is proposed based on McLaughlin’s levels of disagreement.     

Scepticism and trust: two counterpoint essentials in science education for complex socio-scientific issues

In this response to Tom G. K. Bryce and Stephen P. Day’s (Cult Stud Sci Educ. doi:10.1007/s11422-013-9500-0, 2013) original article, I share with them their interest in the teaching of climate change in school science, but I widen it to include other contemporary complex socio-scientific issues that also need to be discussed. I use an alternative view of the relationship between science, technology and society, supported by evidence from both science and society, to suggest science-informed citizens as a more realistic outcome image of school science than the authors’ one of mini-scientists. The intellectual independence of students Bryce and Day assume, and intend for school science, is countered with an active intellectual dependence. It is only in relation to emerging and uncertain scientific contexts that students should be taught about scepticism, but they also need to learn when, and why to trust science as an antidote to the expressions of doubting it. Some suggestions for pedagogies that could lead to these new learnings are made. The very recent fifth report of the IPCC answers many of their concerns about climate change.     

Moral and human rights education: the contribution of the United Nations

Moral education can take many forms. With the end of the United Nations Decade for Human Rights Education (UNDHRE) (1995–2004), we critically review developments in human rights education (HRE) during those ten years in the context of moral education. We argue that, despite some modest successes, the decade lacked direction and a major impact and has failed to prepare a sound basis for securing HRE internationally. These outcomes largely account for the United Nations' (UN) decision in 2005 to initiate the World Programme for Human Rights Education. Meanwhile initiatives in defining the goals and practice of HRE have happened outside the UN context. Overall the UN's contribution to building HRE and moral education has, at best, been marginally successful due in large measure to the inherent weaknesses of the organisation as well as the UN's inability to engage member states.     

小原国芳的道德教育思想及其对我国道德教育的启示

该文扼要介绍小原国芳的道德教育理论。对他提出的全人教育思想 ,教育的目的是培养由真、善、美、圣四者铸成一体的文化人格及育成多方面和谐发展人的思想进行探讨。以期对我国道德教育的建设与发展有所启发。     

时代性“道德裂变”及其道德哲学拯救

工业革命给人类社会带来了物质财富的进步与人类道德的退步的直接后果,而新科技革命及随之而来的后工业社会和信息时代更加剧了“物质进步”与“道德退步”的“大分裂”,使“道德裂变”成为当今社会的一个世界性话题。人类的道德生活越来越远离了作为意义和价值之源泉的日常生活世界,远离了道德理论的哲学本性,价值观本性和世界观本性,远离了道德的“内在价值”和“创造价值的价值”本性,是“道德裂变”发生的根本原由,重建道德哲学,回答人的生活意义问题,并且重视道德教育,依靠法制重建道德,是时代重建道德的根本之途。     

元认知迁移理论及其对教学的启示

与认知策略知识对应的元认知迁移理论是当代认知心理学对学习迁移理论的新发展,其基本思想在于强调认知策略在学习和问题解决中的重要作用。本文阐述了元认知迁移理论的基本观点及其对教学的启示。     

高科技的人文价值及其对未成年人思想道德教育的意义

由于人们唯科学主义的错误认识与功利主义的价值观,人们忽视了高科技对伦理道德的冲击与影响,客观上造成未成年人的精神迷茫、心灵空虚、心理扭曲等思想道德问题。事实上,高科技除了其消极影响外,还具有功利价值、内在的精神价值和外在的伦理价值等人文价值,对未成年人的道德养成与人性弘扬具有重要意义。为了促进高科技与未成年人思想道德教育的协调发展,一方面需要科技的伦理化,另一方面需要德育方式的根本革新。     

传统道德教育中的悖论及其对学校德育的影响

传统的道德教育存在着严重的悖论现象,主要表现为:将学生对象化,将社会责任绝对化,将道德规范神圣化,将道德境界宗教化,将道德教育模式化,等等。这些都会对当今的学校德育理念、德育价值观、德育模式产生很大的负面影响。要消除这些消极因素,必须牢固树立以学生为本的德育理念,创新道德教育模式,改革德育考评体系,建立德育工作新机制。     

现代虚拟道德关系的发展对道德构建的意义及对学校道德教育的影响

现代虚拟道德关系是随着网络技术的产生与发展而出现和发展的,是人类道德关系发展中的一种特殊形式。这一特殊形式的道德关系的出现及发展,其意义就在于首次将人类道德的建构由直接的、现实的、民族与区域性的层面带入到虚拟的、信息的与全球性的层面,从而向人类提出了虚拟道德、科技道德和全球道德建构的三大任务。由此,也对现代学校的道德教育带来了深远的影响,它呼唤着人的规范意识、合作精神、珍视生命与由衷关怀人类命运之善心的培养。     

The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues

The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the reflective teaching process.     

高校德育的困境与提高德育效力的对策

新形势下能否做好大学生的思想政治工作,是高校思想政治教育面临的一个挑战,更是我国高校教育的初衷。新时期思想政治教育,只有坚持科学性,把握规律性,富于创造性,才能达到增强实效的目的。但由于诸多因素的影响,目前高校的德育教育还存在着偏差,如何走出一条全新的高校德育道路,是必须大力加以解决的问题。     

Moral Education and its Near Relatives

Abstract

Two extreme positions on the relations between ME and RE are stated and examined. The distinctive aims and methods of each as developed in recent years indicate how they may be complementary. Moral reasoning is concerned with the assumptions and conditions of morality, and with situational realities as well as imperatives. Religious beliefs have the same place in decision‐making as moral principles. The difference between religious and social assumptions in ethics centres in interests and the conditions of their reconciliation or accommodation. Accountability ends in responsibility to oneself, and self‐judgement, which may not be identical with ‘conscience’. Accountability to God is not additional; and the setting aside of one's own will transforms the moral situation. The claim that religion is the basis of a more inward and highly motivated ethics is examined. Hemispheres of morality, public and private, are taken as an essential ethical division, which makes possible an accommodation between ME and RE, and avoids the educational dilemma set by Dr Jason Wright's contribution to the debate in JME Vol. 11 No. 1 (1981). Two changes in traditional attitudes are considered necessary, and as justified by the argument.     

国外的道德教育及其启示

国外的道德教育在目标、内容和方法等方面都有一些特点和经验，其中培养合格公民的目标，强调基本道德的内容，重视情境教学的方法等，对我国的基础道德教育有一定的启发意义。     

历史视野中的道德内化思想及其对现实德育的启示

道德内化是个体道德发生、发展过程中的一个重要环节,离开了内化,道德教育的成效就无从谈起。     

江泽民的德育思想及其对高校德育工作的启示

根据时代的要求不断创新高校德育工作的理论、方式和方法,培养有时代特色的、符合时代人才标准要求的大学生,是目前高校迫切需要关注的问题。江泽民同志的德育观为高校的德育工作提供了理论指导。本文首先对江泽民同志的德育思想进行了阐述,然后得出了对高校德育工作的几点启示。     

德育困境破冰与德育文化指向

较长时间来,学校德育形式重视与实际践行相脱节,道德认知与道德情感相脱节,道德认知与道德实践相脱节,德育工作者素质与时代要求相脱节,德育行为与期待效果相脱节的德育困境破冰问题已为整个社会所关注。从文化的视角审视德育的内涵价值、思考德之能力建设的改革指向、寻求文化时代德育的智慧路向,是德育困境破冰问题之关键,因为德育的改革是教育改革的攻坚棋子,是迎接教育文化时代到来的先行。     

运用主体性德育策略 提高德育工作的实效

所谓主体性德育就是在主体教痛思想指导下,以主体的自主性活动为基本特征,以提高受教育者的主体性道德素质为根本目的的一种道德教育思想和道德教育实践。通讨主体性德育可以把学生培养成一个在生理和心理、智力与非智力、情感与意志诸方面协调发展的人。     

网络文化对学校德育的影响及对策

网络已成为重要的思想舆论阵地,网络文化的发展使我们的生活发生巨大的变化,对学生的思想观念、思维方式、行为模式、人格心理等多方面产生显著的影响,同时无处不在的纷乱信息也给学校的德育工作带来了新的难度。我们的德育工作要适应网络时代的需要,更要利用网络的优势来提高德育工作的实效性。     

略论生活德育环境及其构建

生活德育要从理论走向实践,必须着力构建与之相适应的环境。生活德育环境构建的主体呈多元并存的趋势,学校和教育管理机构是众多主体中的核心部分和主导力量;其中心场域仍然在学校;生活德育环境构建既需要精神资源也需要物质资源;在构建途径上,重点应做好人本主义课堂的建设,校园环境中隐性课程的开发,综合实践活动课程的实施。     

论道德教育的价值取向与趋向——基于“转识成智”与“由智化境”的视角

在当下的道德教育中,"转识成智"成为重要的价值取向,"从无知到知,从知识到智慧"构成了道德教育的第一层面。但不容忽视的是,智慧须向现实生活回归,指导人生存在的不同境界,才能克服其抽象的形而上学性,"由智化境"构成道德教育的第二层面。由此,道德教育的价值趋向呈现为"转识成智"与"由智化境"的二维镜像,把形而上的超越性与主体存在的现实性结合起来,真正实现道德教育知行合一、智慧与境界的统一。