Beyond Moral Reasoning and Values Analysis : Toward Affective Social Education.

Autor/in	Ward, J. K.
Titel	Beyond Moral Reasoning and Values Analysis : Toward Affective Social Education.
Quelle	(1975), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Affective Behavior; Affective Objectives; Cognitive Development; Educational Change; Educational Improvement; Educational Objectives; Educational Trends; Elementary Secondary Education; Emotional Development; Humanistic Education; Moral Development; Social Studies; Student Attitudes; Values + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Gefühlsbildung; Humanistische Bildung; Moralische Entwicklung; Gemeinschaftskunde; Schülerverhalten; Wertbegriff
Abstract	The need for investigating, developing, and implementing affective social studies education programs in the classroom is stressed in this paper. Some issues are raised about moral reasoning and values analysis and their relationship to what may be termed affective social studies education. Educators currently place a heavy emphasis on the cognitive approach to values education and moral development in the classroom. However, facing a rapidly changing society, student alienation, and political dissatisfaction with many of the cognitive approaches, educators must develop instructional strategies and methodologies appropriate for affective social education. They need to engage in political effort and provide public support for social studies educators teaching affective social studies across the country. There is a need for pre- and inservice training programs that at least equal the training in cognitive education. If teachers are in need of practical experience in teaching concepts, conducting inquiry, or presenting a global perspective, they also need practice in identifying and handling emotions and feelings. Social education needs to become symbolic of an incorporative of what appears to be our individual and collective struggle for social being and meaning. Otherwise, we risk the danger of continuing to create people brilliant on the intellectual side but severely lacking on the emotional side. (Author/DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01