Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is…

This study investigates how to create world-class universities in China from a policy mapping perspective. Specifically, policy connotations of creating world-class universities in China have been explored in this study. Policy mapping of creating world-class universities in China is mainly divided into two stages: Stage 1 focuses on the…

It is widely acknowledged that China is much wealthier than ever before. However, many have witnessed rising cases of moral disorders and the inefficiency of school-based moral education. As one of the most widely known theoretical frameworks in the social sciences, Bronfenbrenner's bio-ecological systems theory of human development can provide an…

Vietnam is undergoing a comprehensive educational reform. Innovation within the curriculum requires a content-based approach to be replaced by a competence-based approach in which critical thinking is stressed in educating primary school students. This study aims to determine the extent to which critical thinking is implemented in current primary…

Education during World War I has been a relatively unexplored field of research, especially in the case of countries with a neutral stance in that war. The Netherlands is one such country. This article argues that even though the Netherlands was politically neutral, it was and considered itself a part of western civilisation and shared in the…

This report discusses the values, ethical standards, and moral reasoning practices of members of the community college community and the general population in the state of Illinois. A survey was sent to randomly selected students, faculty, and staff at Illinois community colleges. All 48 colleges participated and 1,659 responses were received. A…

Describes a course in ethics for younger children taught in a gymnasium school in the Russian city of Ufa. Provides a fascinating look at the conception and implementation of ethical instruction in contemporary Russia (students assume the role of head of the family and devise "taboos" to maintain peace and harmony). (MJP)

Argues for the inclusion of societal and moral values in science classrooms. The task for Malaysian science educators is to raise awareness of these values. Contains 40 references. (Author/PVD)

Values education is concerned with helping people determine worth in making practical, esthetic, and moral judgments. The purposes of this paper are: (1) to argue that the teaching of values in school is unavoidable, (2) to suggest that current efforts in values education are insufficient, and (3) to offer suggestions for a more comprehensive…

This book, which is based on research at eight universities--Harvard (Massachusetts), Yale (Connecticut), Columbia (New York), Johns Hopkins (Maryland), Chicago (Illinois), Stanford (California), Michigan, and California at Berkeley explores the transition from the classical college, with its broad nineteenth-century conceptions of morality and…

Asserts that half of the general educational objectives established by the Portuguese parliament are related to issues of social justice and moral education. Maintains that school textbooks do not reflect these goals and perpetuate stereotypes about women, social classes, and other cultures. (CFR)

Maintains that there is a need for principles or models of child rearing that integrate universal knowledge with Thai cultural and social values. Presents a set of principles and models gleaned from a Thai research project. Asserts that culturally appropriate educational practices are important in Thailand's educational system. (CFR)

The major premise of the three essays in this booklet is that moral education in the schools is and will become even more explicit and direct. Another premise is that only through education do people become moral; ethical behavior arises neither from psychological predetermination nor from instinct. New approaches to moral education are necessary…