澳洲阿德莱德代写assignment：共同点的乐观主义

2019-10-31 01:00

本章讨论了家长和教育工作者面临的一个基本问题:如何培养孩子的道德品质?几乎没有人会怀疑，培养品德高尚的孩子是社会化的一个非常理想的目标。如果他们的孩子在进入成年期时，对道德规范、性情或情绪只有轻微的了解，或者只是偶尔表现出这些品质，大多数父母都会感到失望。不仅仅是父母。道德品质的发展也是一个广泛的共同目标，它使社会化机构的工作在涉及儿童的每一个环境中都有活力，包括学校和教堂、青年组织和其他社区机构。的确，老年人关心的是如何适当地引导年轻一代接受良好行为的规范和准则，这可能是人类经验的普遍现象。然而，道德品质教育(MCE)的职权范围却广受争议，无论关于其目标是否可取的基本协议如何。从历史上看，道德教育和品格教育指的是不同的心理传统、伦理理论、课程目标和教学偏好。是否一个是道德教育家或字符教育家认为揭示一些关于范式的忠诚,对其中一个站在某些方面定义问题排序成敌对阵营,每个阵营都有自己的专业团体(例如,道德教育协会,品格教育伙伴关系)和专业期刊(如《道德教育,素质教育研究》杂志上的)。我们在本章中考虑这些区别。我们自己的观点是，现在有更多的共识，而不是争议，范例的忠诚没有以前那样的热情，一个合理的中间路线是一个现实的选择，我们的标题省略了范例的分歧，反映了找到共同点的乐观主义。
澳洲阿德莱德代写assignment：共同点的乐观主义
This chapter addresses one of the foundational issues that confront parents and educators: What is to be done about the moral character formation of children? Few would doubt that raising children of strong moral character is a highly desirable goal for socialization. Most parents would be disappointed if their children entered adulthood with only slight acquaintance with moral norms, dispositions, or emotions, or evinced these qualities only on occasion. But not only parents. The development of moral character is also a broadly shared goal that animates the work of socialization agents in every contextual setting that involves children, including schools and churches, youth organizations and other community institutions. Indeed, the concern over the proper induction of the younger generation by the older into the norms and canons of good conduct is probably a universal of the human experience. Yet the terms of reference for moral character education (MCE) is broadly contested whatever the basic agreement on the desirability of its goals . Historically, the terms moral education and character education have pointed to different psychological traditions, ethical theories, curricular objectives and pedagogical preferences. Whether one is a moral educator or a character educator is thought to reveal something about one’s paradigmatic allegiances, about where one stands in terms of certain defining issues that sorts one into rival camps, with each camp having its own professional society (e.g., Association for Moral Education, the Character Education Partnership) and professional journal (e.g., Journal of Moral Education, Journal of Research in Character Education). We consider these distinctions in the present chapter. Our own perspective is that there is now more consensus than controversy, that paradigmatic allegiances are held without the same fervor as before, and that a reasonable middle way between camps is a realistic option Our title elides the paradigmatic divide and reflects this optimism about finding common ground.

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