Sentences with phrase «moral education children»

In The Uses of Enchantment (Knopf, 1977) Bettelheim recommends fairy tales as providing the kind of subtle, low - key moral education children need.

Not exact matches

His argument, part of which appeared in these pages («Leading Children Beyond Good and Evil,» May 2000), is that moral education as presently conceived almost inevitably ends up by thinning out moral content, removing the sharp edges of judgment, avoiding normative traditions of moral experience, and thus stifling the factors most crucial to the formation of character.

«Ordering children to take a moral position which they're not old enough to understand for themselves and their parents may not agree with is not education but indoctrination.»

What a child needs, rather, is «a moral education which subtly, and by implication only, conveys to him the advantages of moral behavior...» (p 10).

Churches could provide «education mentors» to work with teachers and counselors in order to help children increase educational achievement, develop self - esteem, and enhance moral and intellectual integrity.

Downing also calls attention to the images that had been incubating for years in Lewis's fertile imagination and that suddenly came to life in the Narnia stories, and Jacobs suggests that we should hardly be surprised when a writer with a long record of concern for moral education turns to writing stories for children.

While natural law and Augustine's moral theology might be difficult for some, the rules derived from them were understood by ordinary Catholics: Sexual intimacy is permissible only in a sacramental marriage between one man and one woman, and the purpose of marriage is the procreation and education of children.

I am referring to Catholic schools which do not regard the Church's social and moral teaching as pillars of education, and those which include a significant number of children from families which are nominally Catholic, non-Catholic, broken, lacking in child supervision or neglectful.

If you are absolutely convinced a fetus is truly the full moral equivalent of an extant human baby, then any political or ideological qualms you have about helping out with things like birth control and child care, or including se - x education in school classrooms.

«Joined to the feeling of law, a feeling of impossibility of struggling against the law; a child's obedience, the basic condition for all further education, is thus solidly founded for the time to come... The most generally necessary condition for moral will power and character is the unconditional obedience of the child.»

They revealed their commitment as fathers to raising children who believe in education, responsibility to others and a strong internal moral sense.

«If CRISPR could do what Ritalin does and improve impulse control and give a child a greater range of opportunities,» he says, «then I'd have to say we have the same moral obligation to use CRISPR as we do to provide education, to provide an adequate diet or to provide Ritalin.»

In its concluding word to parents and students, Risk added a further, vitally necessary dimension: «Finally,» Risk encouraged parents to «help your children understand that excellence in education can not be achieved without intellectual and moral integrity coupled with hard work and commitment.

The singular contribution of the education reform movement has been a moral one, making it unacceptable for schools and teachers to admit to holding any child — particularly low - income, black, and brown children — to lower standards.

Janine Bempechat studies and teaches about achievement motivation and social and moral development in children and young adults at the Harvard Graduate School of Education.

I also very much appreciated [Lecturer] Rick Weissbourd's class on Moral Education, whose central premise is that moral education is more than a matter of moral literacy, of helping children to determine right frEducation, whose central premise is that moral education is more than a matter of moral literacy, of helping children to determine right freducation is more than a matter of moral literacy, of helping children to determine right from wrong.

But if the child's moral education begins with a consideration of moral feelings such as empathy and then links these feelings with the enduring elements of morality, the child's character growth will be enhanced by transforming the child's emotions — which do play a key role in behavior — into a lasting set of virtues.

Those Americans have their full share of political, cultural, and moral influence and they're as serious as anyone about the education of their children.

If a child's moral education is limited to stimulating self - reflection about his personal feelings, not much has been accomplished.

«Providing high - quality education for every child is a moral imperative if we truly want to live up to the ideals of a public education system and a democratic society,» she says of her commitment to urban education.

Reiterating Education Minister Nick Gibb's call for greater social mobility, Wilshaw said it was a «moral outrage» that independent schools were failing to do more to help disadvantaged children in neighbouring state schools.

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HGSE faculty, students, and alumni produce groundbreaking research in fields as diverse as the moral development of children, international education policy, organizational leadership, neuroscience and cognitive development, and the role of the arts in schools.

Sen. Sonia Chang - Diaz, the Senate chair of the Legislature's Joint Committee on Education, says the bill meets the «moral standard» she has tried to follow of equally supporting families in her Boston district with children in both district and charter schools.

Building on the rigorous traditions of urban Catholic education and focus on faith formation and development of the whole child — developing self - worth, moral character, a love of learning, and a sense of civic responsibility in all students

But he did say that low - income children in communities thats many wealthier families have abandoned have the moral and education right to some forms of appropriate choice:

But amidst the search for a kinder and gentler education politics, research demonstrating the positive effect of these New York City strategies makes the moral case clear for an incoming President and for states and districts rethinking education policies: The American education system presents intolerably long odds to low - income children attending persistently struggling schools, and sometimes the most appropriate response to dramatic failure is dramatic intervention.

We have a moral obligation to treat all children fairly, and that means funding education based on students and their learning needs rather than based on the type of school they attend or who has the most friends at the Capitol in Hartford.

Until such protection can be established by law, it is up to the schools to recognize their moral obligation to education highly gifted children appropriately, rather than leaving them»... languishing unchallenged by regular classroom practices... asked to revisit material they have already learned» (Lawton, 1992, p. 4).

There is increasing recognition that public schools should provide a complete education, one that is academically strong, obviously, but one that also prepares children to be socially and emotionally competent, to be ethical and moral, to work well with others, and to be engaged and tolerant citizens.

Earnest education advocates lose the support of legislators when they speak in acronym - filled sentences or present 30 - slide PowerPoints and 25 - page «fact sheets» that bury the heart and the moral urgency of advocating for children under complex statistics and studies.

We have a moral obligation to be precise about what the problems in American education are — like subpar schools for poor and minority children — and to resist heroic ideas about what would solve them, if those ideas don't demonstrably do that.

Teachers need more help to stop moral character being squeezed out of children's education, reports have suggested.

While we've made some significant progress in these fifty years, our nation has defaulted on yet another promissory note, the moral obligation to all the children of this nation: the promise of a more secure future through a quality education.

It was Mann's point of view that children in the common school were to receive a common moral education based on the general principles of the Bible and on common virtues.

And I believe we will finally, as a state and an education community, come together to fulfill our moral obligation to treat every child fairly by fixing our broken school funding system.

Either we define our efforts to promote children's social and moral development as an alternative to «character education,» thereby ceding that label to the people who have already appropriated it, or we try to reclaim the wider meaning of the term by billing what we are doing as a different kind of character education.

Such accusations may afford the illusion of a moral high ground, but they stand in the way of serious efforts to improve education and, for that matter, go a long way toward explaining why No Child Left Behind has not worked.

The Inspiration Trust was set up to offer children from all backgrounds access to the finest education: an academic approach that means our children have the knowledge to live happy, constructive lives; and a wider cultural and moral vision that encourages interests in sport and the arts, and a willingness to play a full part in society.

Then those same teachers who are morally bankrupt when it comes to marriage are being rewarded by being given a leadership spot in the new Bridgeport charter school, to teach children how to have a moral compass and have a «no excuses» approach to their «COMMITMENT» to education.

Even though there are many ways to define character education, for the moment let's assume that Wikipedia provides a reasonable starting point: ``... an umbrella term loosely used to describe the teaching of children in a manner that will help them develop variously as moral, civic, good, mannered, behaved, non-bullying, healthy, critical, successful, traditional, compliant or socially acceptable beings.»

Malloy's Hartford Courant piece went on to say, «Connecticut has a moral obligation to provide every child with an adequate education — regardless of race, income, or geography.

The children in Windham have significant and urgent needs, and playing roulette with their education — that is, gambling on finding competent and trustworthy charter school operators — is not a reasonable or moral course of action

Even «alternative» educators need to consider whether their approach is overly «child - centered» in a troubled world, because, they assert, being neutral or indifferent to the moral condition of the world into which we are educating children ultimately amounts to an endorsement of the transmission model; it is to say, in effect, that learning is an objective process and that the purpose of education is to transmit «knowledge» into young minds, even if the form of transmission doesn't look as harsh or artificial as it does in conventional schooling.

The Swiss humanitarian Johann Pestalozzi, the American Transcendentalists: Thoreau, Emerson and Alcott, the founders of «progressive» education — Francis Parker and John Dewey — and pioneers such as Maria Montessori and Rudolf Steiner, among others, all insisted that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child.

Today, teaching children moral and socially acceptable behavior is often called character education.

For the sake of our children, for whom a quality education is the key to a bright future; for the sake of our parents, who want only the best for their children; and for the sake of our educators who dedicate their lives to the noble task of teaching, we must now take our energies and moral high ground to demand that our leaders vote for a budget that serves the majority of the American people, not the wealthy few.»

He said it was the moral obligation of the education reform movement to stand up to the status quo and save the lives of these children, many of whom could be doomed to a life of crime and poverty without a good education.

They meay deal with a broad range of matters, including the ownership or division of property, support obligations, matters concerning the education and «moral training» of children (but not issues concerning custody of or access to children) and «any other matter.»

This may pertain to the child's education, moral training, custody or access to either parent, or amount of child support payable (Family Law Act, s. 56 (1)(1.1)-RRB-.