Education and Humanism. Linking Autonomy and Humanity

Cover......Page 1
Moral Development and Citizenship Education......Page 3
Education and Humanism......Page 4
ISBN 9789460915765 (hardback)......Page 5
CONTENTS......Page 6
LINKING DIFFERENT PHILOSOPHICAL FOUNDATIONS......Page 8
MEANINGS OF LIFE AND MORAL VALUES, A HUMANIST PERSPECTIVE......Page 9
WHAT CONNECTS PEOPLE?......Page 10
INTRODUCTION TO THE CHAPTERS......Page 11
REFERENCES......Page 14
DIFFERENCES BETWEEN VALUES AND NORMS......Page 16
CHANGES IN EDUCATIONAL DISCOURSE ON VALUES AND NORMS......Page 17
CITIZENSHIP EDUCATION IN IDEOLOGICAL DISCOURSES AND PRACTICES......Page 21
Citizenship and moral values......Page 22
INDIVIDUALIZATION AND DEMOCRACY IN MODERN SOCIETY......Page 24
Social concern and democracy......Page 25
CREATING EDUCATIONAL SPACE FOR THE DEVELOPMENT OF VALUES AND NORMS......Page 26
Moral education......Page 27
Critical pedagogy and democratic education......Page 28
Refl
ective practitioner......Page 29
Participation and dialogue......Page 30
CRITICAL ISSUES IN CONTEMPORARY EDUCATION......Page 31
4. Personal development of a worldview within a democratic framework......Page 32
The moral and the political......Page 33

Social-political global citizenship......Page 34
Social-political global citizenship as one of possible perspectives......Page 35
CONCLUSIONS: LEARNING CRITICAL-DEMOCRATIC CITIZENSHIP IN EDUCATION......Page 36

Challenging students’ identity: autonomy and social concern......Page 38
REFERENCES......Page 39
INTRODUCTION......Page 42
THE PROFESSIONAL SELF-IMAGE AND PEDAGOGICAL PRESENCE OF TEACHERS......Page 43
EDUCATING FOR VALUES: PROMOTING A HUMANISTIC AND DEMOCRATIC CULTURE......Page 46
1. Multifaceted Cultivation of Student Personality......Page 48
3. Empowering Dialogues......Page 49
4. A Communitarian Approach and Social Involvement......Page 50
6. The Tree of Knowledge as a Tree of Life......Page 51
REFERENCES......Page 52
INTRODUCTION......Page 54
LIBERAL-COMMUNITARIAN DEBATE......Page 55
Key aspects of the liberal-communitarian debate for the moral education......Page 57
A PROPOSAL FOR HUMANIST MORAL EDUCATION......Page 60
The student as person......Page 61
The student in view of education......Page 62
Moral education as universal......Page 63
Moral Education in View of the Truth or Truths......Page 64
Neutrality in Moral Education......Page 65
The Condition of Presence......Page 67
The Condition of Planning......Page 68
The Condition of Inconvenience......Page 69
The Condition of Individualization......Page 70
REFERENCES......Page 71
THE INFUSION OF UBUNTU IN THE NATIONAL SCHOOL CURRICULUM......Page 74
FOUR TRENDS OF AFRICAN PHILOSOPHY......Page 76
‘PHILOSOPHY’ OF UBUNTU AN ETHNOPHILOSOPHY?......Page 78
PROFESSIONAL PHILOSOPHY OF UBUNTU......Page 80
TOWARDS A DECONSTRUCTIVE/RECONSTRUCTIVE VIEW OF UBUNTU......Page 82
CONCLUSION......Page 83
REFERENCES......Page 84
INTRODUCTION......Page 86
Specifi cation of the research question......Page 87
Citizenship and democracy......Page 88
Different types of citizenship......Page 90
Conditions of democratic citizenship......Page 91
DIMENSION 1: ELABORATE UNDERSTANDING OF DEMOCRACY & DIVERSITY......Page 92
Sensitivity to social justice issues......Page 93
Internal and external effi cacy......Page 94
DIMENSION FOUR: WILLINGNESS TO TRANSFORM......Page 95
Empathy
......Page 96
CONCLUSION......Page 97
REFERENCES......Page 99
PRACTICING DEMOCRACY......Page 102
WHAT GETS TESTED GETS TAUGHT......Page 103
THE TEST SCORE THAT ATE HUMANITY......Page 105
WHEN CHILDREN DON’T CONFORM: PATHOLOGIZING DISSENT......Page 106
DE-PROFESSIONALIZATION OF TEACHING MEANS STUDENTS ARE ‘TOO BUSY TO THINK’......Page 107
JUST THE FACTS......Page 108
DEMOCRATIC THINKING REQUIRES THE PURSUIT OF MULTIPLE PERSPECTIVES......Page 109
REFERENCES......Page 110
SEEDS OF REFORM......Page 112
EDUCATION OF THE MASSES......Page 113
HUMANISM IN INDIA......Page 114
INSTITUTIONALIZING HUMANIST EDUCATION......Page 115
SOCIAL EXPERIMENT: VASAVYA VIDYALAYA, ATHEIST CENTRE......Page 116
THE ROLE OF PRINT AND ELECTRONIC MEDIA......Page 118
NOTES......Page 119
REFERENCES......Page 121
LITERARY HUMANISM IN MULTICULTURAL EDUCATION: Possibilities to enhance dialogues in classrooms
......Page 122
THE MULTICULTURAL SCHOOL AS A MINI-MULTICULTURAL SOCIETY......Page 123
CITIZENSHIP EDUCATION IN A MULTICULTURAL CONTEXT......Page 124
RETHINKING BILDUNG: POSTMODERN BILDUNG
......Page 125
THE DESIGN OF LITERARY CASUISTRY......Page 128
REFERENCES......Page 133
TEACHERS’ TRAINING TOWARDS ACTIVE INVOLVEMENT IN THE PUBLIC DOMAIN......Page 134
TEACHER TRAINING AS A FORMATIVE ELEMENT......Page 136
THE TEACHER AS INVOLVED INTELLECTUAL IN SOCIETY – A THEORETICAL JUSTIFICATION......Page 138
The Epistemological Aspect......Page 139
The Ethical Aspect......Page 141
1. Nurturing political literacy: Deepening social knowledge......Page 142
A MODEL FOR TRAINING TEACHERS AS ‘INVOLVED INTELLECTUALS’......Page 143
Community involvement as part of the regular practical experiential process......Page 144
Increasing student involvement in campus life......Page 145
THE NEW TEACHERS’ TRAINING MODEL: A FORMATIVE ASSESSMENT......Page 146
CONCLUSION......Page 147
REFERENCES......Page 149
HUMANISTIC TEACHING IN PRACTICE: EXPLORING ITS NORMATIVE PROFESSIONALISM......Page 152
NORMATIVE PROFESSIONALISM......Page 153
INVESTIGATING HUMANISTIC TEACHING IN PRACTICE......Page 154
VALUATION THEORY AND SELF-CONFRONTATION METHOD......Page 155
RESULTS......Page 158
DISCUSSION......Page 165
REFERENCES......Page 167
FOSTERING HUMANITY THROUGH INTERPRETIVE DIALOGUE IN TEACHER COMMUNITIES......Page 170
TEACHERS’ LEARNING COMMUNITIES......Page 172
KNOWLEDGE AS DIALOGICAL INTERPRETATION......Page 173
DIALOGUE – INTERPRETIVE DIALOGUE......Page 174
THE NARRATIVE......Page 177
ANNA’S STORY......Page 178
DISCUSSION......Page 182
REFERENCES......Page 184
EDUCATION AS A MORAL ENTERPRISE......Page 188
BACKGROUND OF THE PROBLEM......Page 190
HOW A MORAL LANGUAGE HELPS......Page 192
Professional identity......Page 193
HELPING TEACHERS TO DEVELOP A MORAL LANGUAGE......Page 195
General attitude......Page 197
Curriculum and learning......Page 198
DISCUSSION......Page 199
REFERENCES......Page 200
INTRODUCTION......Page 202
SECULARISM, NEUTRALITY AND EDUCATION IN FLANDERS......Page 204
UNIVERSAL ETHICS: NEUTRAL OR IDEOLOGICAL?......Page 206
IS ACTIVE PLURALISM AN ANSWER TO THE MULTICULTURAL CHALLENGE?......Page 209
CONCLUSION......Page 211
REFERENCES......Page 212