Changes in Teachers’ Moral Role

1. Front Matter

   Pages i-viii

   PDF

2. Current Changes in Teacher’s Role Definition. From Passive Observer to Moral and Democratic Leader

   • Dorit Alt, Roni Reingold

   Pages 1-11

3. Just A Teacher or Also A Moral Example?

   • Cees Klaassen

   Pages 13-29

4. Students’ Trends and Attitudes on Exam Cheating in Greek Primary and Secondary School Settings

   • Catherine Dimitriadou, Androniki Gakoudi, Anna Kalaitzidou-Leontaki, Konstantinos Kousaridis

   Pages 31-44

5. Teachers’ Perspectives About Participation at School

   • Angela Gastager, Jean-Luc Patry, Andrea Wiedemair

   Pages 45-61

6. Voicing Oppressed Palestinian Women.

   • Lea Baratz, Roni Reingold

   Pages 63-71

7. Social Literacy Curriculum

   • Nir Ressissi

   Pages 73-80

8. School Children’s and Adolescents’ Tolerance to Contradictions

   • Dimitris Pnevmatikos, Eirini Papadopoulou

   Pages 81-92

9. Multicultural and Democratic Curriculum

   • Nitza Schwabsky

   Pages 93-105

10. Discovering Virtues with Children

    • Luigina Mortari, Valentina Mazzoni

    Pages 107-120

11. Constructivist Teaching Methods

    • Dorit Alt

    Pages 121-131

12. Dialogical and Reflective Activities in The Classrooms to Improve Moral Thinking

    • Diego Di Masi

    Pages 133-145

13. Discussion-Based Teaching Methods Addressing Policy Issues Related to Agricultural Biotechnology

    • Catherine Näpflin, Fritz Oser, Philipp Aerni

    Pages 147-153

14. Procedural Justice in A Classroom Where Teacher Implements Differentiated Instruction

    • Dimitris Pnevmatikos, Ioannis Trikkaliotis

    Pages 155-163

15. Values and Knowledge Education

    • Sieglinde Weyringer, Jean-Luc Patry, Alfred Weinberger

    Pages 165-179

16. Moral and Democratic Education in The Context of Science Education

    • Jostein Saether

    Pages 181-200

17. Educating Teachers’ Ethos

    • Brigitte Latzko

    Pages 201-210

Education for democratic citizenship encompasses cognitive as well as moral characteristics. The responsibility for cultivating these democratic virtues is placed upon the shoulders of educators who are required to create and encourage democratic social life. These characteristics are constantly challenged in present society, in which subject-matter goals and instrumental skills are gaining more importance than socially-valued goals, thus tipping the scales in favour of cognitive skills. Promoting cognitive skills by itself cannot sufficiently influence the formation of a social disposition and could ultimately create, in Dewey`s words, ‘egoistic specialists’ who lack the moral and democratic virtues needed for the creation of genuine social life. This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values: Teachers’ and students’ concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education. This volume provides a valuable text for a wide audience of students, teachers, policy-makers, curriculum designers and teacher educators to use as an updated reference book for pedagogical and research purposes.

• curriculum
• moral education

• Kinneret College on the Sea of Galilee, Israel

  Dorit Alt

• Achva College of Education, Israel

  Roni Reingold

Policies and ethics