Titlebook: Values Education and Lifelong Learning; Principles, Policies David N. Aspin,Judith D. Chapman Book 2007 Springer Science+Business Media B.V

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Formalizing Institutional Identity: A Workable Idea?,ever to have been a conscious effort to purposely define the identity of the institution at the outset, i.e., to establish an institution with a deliberate process of defining sources of meaning for the institution on the basis of a set of religious, life-conceptual, philosophical or cultural attrib

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A Vision Splendid?,hool in Hamilton, a regional town in the State of Victoria. He was there to open a new science facility. It was an ordinary task of office undertaken by most ministers of education in most countries. However, on this occasion, in his address to the school community, the Australian Minister outlined

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,“What Kinds of People are We?”: Values Education After Apartheid,vil a social order as apartheid can be accomplished in a moment. Many practices of the apartheid era persist, as do age-old vices such as murder and incest. Add to these, widespread corruption at all levels of the public service and apparently new vices such as a shocking spate of baby-rapes, and th

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compassion

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The Neglected Role of Religion and Worldview in Schooling for Wisdom, Character, and Virtue,Socrates onwards, moral formation of children and the shaping of their character have always been regarded as a primary function of both parental nurture and formal education. The central concerns of ancient sages (Mesopotamia, Egypt, Israel) were about knowledge and religion. The aims of education,

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Clusters and Learning Networks: A Strategy for Reform in Values Education,ustralian Government programmes is the encouragement that schools work collaboratively to develop innovative approaches to teaching and learning. This approach is intended to improve student learning whilst at the same time strengthening both the member schools and the provision of education across

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Lifelong Learning in Asia: Eclectic Concepts, Rhetorical Ideals, and Missing Values. Implications fform in relation to school-based development, emphasising accountability especially in requiring school achievements be known to the public, redefinition of educational goals, aiming at quality and the assessment of quality, focusing on learning outcome rather than teaching performance, diverting th