Discusses moral education, examining how the notion of self arising within India's Vedanta tradition differs significantly from America's and how an education that proposes to foster the development of self would be at variance with American ideas. Teachings from the Bhagavad Gita are examined to explain the Vedantic concept of self. (SM)

This paper presents an account of the Indian thinking on different aspects of moral education and its present position and status. Topics considered include objectives, curriculum, direct vs indirect instructional methods, evaluation, and teacher training. (Author/SJL)

In an effort to promote consistency in moral education practices in Indian schools, the All Indian Association of Catholic Schools (AINACS) is conducting seminars to collect and classify the principle values of the world's major religions and to develop these concepts into learning activities for the appropriate grade levels. (SJL)

A review of educational systems in ancient India and traditional Native America reveals that these cultures went beyond superficial, conventional, or rule-based morality and trained thoughtful, principled wisdom. Common characteristics that may have contributed to training character and creating moral citizens include: a strong sense of community;…

The work is a 9-11 week teaching unit on the theme of loyalties and the resolution of conflicts among these loyalties within the societies of Asian and African peoples. The unit is the outcome of a pilot study of the United States Office of Education to develop world culture courses for the West Virginia secondary schools. Emphasis is on the…

These proceedings contain the papers and posters of the International Conferences on Internet Technologies & Society (ITS 2016), Educational Technologies (ICEduTech 2016) and Sustainability, Technology and Education (STE 2016), which have been organised by the International Association for Development of the Information Society and…

This comparative study of Indian and contemporary Western views on moral education reveals that the Indian view differs in its conception, objectives, content and methodology, and the interpretation of the role of the teacher. "Doing," rather than "knowing," feeling, rather than reason, play the central role. (Author/SJL)