A multi-storey building can’t be built on a shallow foundation. Likewise, a developed, progressive, and prosperous new India would need a strong, inclusive, holistic, and deep-rooted foundation of education. The 21st century`s education would require a fusion of ideals and pragmatism that needs to give equal emphasis on knowledge building and character building. This book is all about the personality development and character building of students and bringing ethics and integrity in education. It will provide the practical knowledge and theoretical understanding of Values, Ethics, and Integrity to develop ethical and moral character among students, teachers, and administrators. Practical learning tools and techniques, five case studies with model answers have been provided to learn and teach values and ethical principles. Moreover, one chapter has been exclusively added to reduce and manage the ever-increasing stress and pressure among students.This handbook has been written in accordance with the guidelines of the National Education Policy-2020 and the recommendations of various educational reform committees. It is a practical guide book to learn, practice, and teach values and moral principles. This is a self-help book and equally beneficial for students, teachers, parents, and school/college administrators.
In a rapidly changing world, Japan's education system faces a crucial turning point. This groundbreaking book, penned by a passionate educator, calls for a radical reimagining of the educational landscape, shifting the focus from rote memorization and academic competition to cultivating ethical values and character in students. Delving into the heart of ethical education, this book explores innovative approaches to curriculum design, teaching methodologies, and assessment practices that prioritize holistic development and social responsibility. It examines the pivotal roles of teachers, parents, and communities in nurturing ethical values, while also addressing the challenges and opportunities presented by technology, globalization, and environmental concerns. This book offers a compelling vision for ethical schools that empower students to become compassionate, critical thinkers and active contributors to a more just and sustainable world.
The Fundamental Aim Of This Book Is To Make A Study Of The Status Of Morality In Indian Education In Its Major Periods And With That Background To Show How Modern Education Is Facing Moral Problems In Its Institutions And To Find The Main Reasons And To Suggest Some Practical Remedies For Such Problems. Youth In The Modern Times Are Lead By Utmost Selfishness And Restricted To Materialistic Enjoyments And Craving Form Immediate Gains. Misbehaviour Of The Students Vitiates The Classroom Atmosphere And Hinders In Attaining Its Fundamental Aims. Teacher And Administrators After The Parents Are The Key Persons In Influencing The Behaviour Of Their Students, With Their Personal And Social Life And Therefore They Must Help To Produce A Moral Atmosphere In The Educational Institutions In Order To Develop The Morality Of The Students. Moral Instruction Must Given Stress Both Directly And Indirectly The Curricula Of Education In The Education Of The Country. The Subject Matter Of Education Must Be Linked With The Life Experiences, Needs And Aspirations Of The People. The Curriculum Must Be Reconstructed In Those Lines And Should Be Comprehensive And Education And School Must Linked With Productivity And Community, Respectively. The Commission On Religious And Moral Education, 1959, Emphasized The Importance Of Moral Education And Conduct Of Man Towards Man To Developed Through Moral Values. And The Programme Of Action For Implementing It Have Given At Present Thrust Of The Indian Edcation. Unless Moral Instruction Be Implemented In Our Education, There Will Bee No Enhancement Of Qualitative Improvement In Education. Contents Chapter 1: Morality And Education; Morality, Meaning And Nature Of Morality, Classification Of Human Actions, Moral Sense, Moral Code, Significance Of Moral Values, Education, Meaning And Nature Of Education, Aims And Objectives Of Education, Significance Of Education, Morality And Education; Chapter 2: Education In Traditional India; Hindu Educational Practices, Aims Of Education, Content Of Education, Methods Of Teaching, System Of Education, Eligibility Of The Student, Duties Of The Students, Eligibility Of The Teacher, Teacher-Student Relationship, Buddhist Educational Practices, Aims Of Education, Content Of Education, Methods Of Teaching, System Of Education, Eligibility Of The Student, Eligibility Of The Teacher, Teacher-Student Relationship; Chapter 3: Education In Medieval India; Muslim Education, Aims Of Education, Content Of Education, Methods Of Teaching, Patronage Of Education, System Of Education, Teacher-Student Relationship, Hindu Education, Aims Of Education, Content Of Education, Methods Of Teaching, System Of Education, Teacher-Student Relationship, Chapter 4: Education In Modern India; Education In British India, Aims Of Education, Content Of Education, Methods Of Teaching, System Of Education, Teacher-Student Relationship, Education In Post-Independence, Morality And Education At The Primary Level, Moral Studies As Part And Parcel Of The Curriculum, Morality And Education At The Secondary Level, Moral Studies As Part And Parcel Of The Curriculum, Morality And Education At The Higher Level; Chapter 5: Immorality And Modern Indian Education; Students Misbehaviour: Some Causes And Remedies, Present Position Of The Educational Institutions, Classroom Situation, Subject Matter Of Education, Examination System, Employment Opportunities, Financial Position, Student Union Elections, Teacher Misbehaviour: Some Causes And Remedies, Classroom Situation, Subject Matter Of Education, Examination System, Administrators Misbehaviour: Some Causes And Remedies, The Role Of An Administrator, Administrator S Misbehaviour, Some Causes For The Problems, Some Remedial Measures; Chapter 6: Conclusions.
Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]
This book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being. Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic, and social issues. Highlighting the importance of Indigenous and life-giving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique, and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners and embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonization theory, Indigenous philosophy, and a spirituality that builds a sense of sacred towards the living world. Written in an imaginative, storytelling manner, this book will be a great resource for formal and nonformal environmental and sustainability educators.
How can you effectively stand up for your values when pressured by your boss, customers, or shareholders to do the opposite? Drawing on actual business experiences as well as on social science research, Babson College business educator and consultant Mary Gentile challenges the assumptions about business ethics at companies and business schools. She gives business leaders, managers, and students the tools not just to recognize what is right, but also to ensure that the right things happen. The book is inspired by a program Gentile launched at the Aspen Institute with Yale School of Management, and now housed at Babson College, with pilot programs in over one hundred schools and organizations, including INSEAD and MIT Sloan School of Management. She explains why past attempts at preparing business leaders to act ethically too often failed, arguing that the issue isn’t distinguishing what is right or wrong, but knowing how to act on your values despite opposing pressure. Through research-based advice, practical exercises, and scripts for handling a wide range of ethical dilemmas, Gentile empowers business leaders with the skills to voice and act on their values, and align their professional path with their principles. Giving Voice to Values is an engaging, innovative, and useful guide that is essential reading for anyone in business.
Higher education serves many purposes, one of which is to prepare college and university students with the knowledge, skills and dispositions necessary for employment. Some would argue that this is the primary and even sole purpose of collegiate education. However, many also contend that university education is intended to broaden students' minds and enable them to question, investigate and think critically in order to be productive and engaged citizens. Regardless of the lens through which higher education is viewed, within any of these purposes is the need for ethical practices in teaching, learning, student engagement, and overall operational structures. Truly, in every facet of university life, ethical practices exist. If institutions of higher education are the places where, in part, the global future is shaped, then it is imperative that these same organizations be the exemplars of ethical practices.The Practice of Ethics in Higher Education includes chapters that explore and examine topics such as teaching of ethics, ethical practices on campus, ethics of clinical practices, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. In addition to drawing attention to the successes and challenges regarding ethical practices in higher education, this book aims to encourage future research initiatives and collaborations.
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of “religious teaching”, stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society’s legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education’s initial conception was of being the complete educator, not only of young people’s minds but of their inner character as well.
