Childhood, Schooling, and Universal Morality

Autor/in	Kennedy, David
Titel	Childhood, Schooling, and Universal Morality
Quelle	In: Yearbook of the National Society for the Study of Education, 112 (2013) 1, S.61-79 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Moral Values; Progressive Education; Conventional Instruction; Educational History; Educational Change; Social Values; Social Justice; Evolution; Role of Education; Citizenship Education; Democracy; Transformative Learning; Educational Development + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Reformpädagogik; Progressive Erziehung; History of education; Bildungsgeschichte; Bildungsreform; Sozialer Wert; Soziale Gerechtigkeit; Bildungsauftrag; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Pädagogische Transformation; Bildungsentwicklung
Abstract	This chapter contrasts the aims of progressive and traditional state-mandated schooling, and argues that the former represents a new form in the history of Western education, oriented to individual, social and moral reconstruction rather than reproduction, and guided by the evolutionary possibilities inherent in human neoteny. The school is identified as a key site for the reconstruction of civic virtue in its role as a "just community" or embryonic society grounded in the principles and practices of participatory democracy. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10