Education for Spiritual, Moral, Social and Cultural DevelopmentRon Best A&C Black, 2000 M06 1 - 226 páginas Drawing on successful practice, and relating such practice to theoretical insights, this comprehensive treatment of the challenge of educating children spiritually, morally, socially, and culturally offers enlightenment for individual teachers' classroom practice as well as for whole-school approaches. |
Contenido
1 | |
13 | |
22 | |
37 | |
uneasy bedfellows? | 52 |
towards a public discourse model of moral education | 68 |
the role of emotional education in raising school achievement and promoting the caring community | 80 |
towards creating a paradigm for discerning the spiritual dimension of education | 91 |
10 Vocational education and SMSC | 130 |
11 For richer? For poorer? For worker? For citizen | 143 |
its relationship to school improvement and the role of religious education | 155 |
13 Developing an understanding of worth | 164 |
a forum for SMSC? | 173 |
15 A collaborative approach to researching teacher work in developing spiritual and moral education | 187 |
16 Reflections on inspections | 199 |
Conclusion | 210 |
8 The contribution of the act of collective worship to spiritual and moral development | 106 |
9 Rediscovering the personal in education | 117 |
Index | 214 |
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Términos y frases comunes
achieve action adult Alan Partridge approach areas argue aspects assemblies Basil Fawlty behaviour beliefs careers education chapter child Circle citizenship citizenship education classroom collective worship commitments concept concern context cultural development Daniel Goleman debate Descartes dimension discourse discussion emotional empathy ethos example experience faith feel Forum framework GNVQ guidance human ideas identified important individual inspection involved issues judgements justice Key Stage knowledge language teaching learning lives London means method moral development moral education National Curriculum NVQs objects Ofsted opportunities particular perspective planning postmodern practice procedures programme PSHE Qualifications and Curriculum Quality Circle questions recognize reflection relationships religious education responsibility restorationism role SCAA school curriculum secondary schools sense significant Sikkal skills SMSC development social and cultural society spiritual and moral spiritual development suggests talk teachers things understanding vocational young
Pasajes populares
Página 185 - Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves "Who am I to be brilliant, gorgeous, talented and fabulous?
Página 206 - Think not that I have come to abolish the law and the prophets; I have come not to abolish them but to fulfil them. For truly, I say to you, till heaven and earth pass away, not an iota, not a dot, will pass from the law until all is accomplished.
Página 13 - Act, which states that schools are required to provide a balanced and broadly based curriculum which (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and (b) prepares such pupils for the opportunities, responsibilities and experiences of adult life.
Página 185 - We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Página 86 - I sincerely believe that for the child, and for the parent seeking to guide him, it is not half so important to know as to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.
Página 187 - [p]romote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and prepare such pupils for the opportunities, responsibilities and experiences of adult life' (Education Reform Act 1988:1).
Página 96 - Wittgenstein, referring to the religious believer, recognizes as the strangeness and viability of his way of life: "[He] is like a tightrope walker. He almost looks as though he were walking on nothing but thin air. His support is the slenderest imaginable. And yet it really is possible to walk on it...
Página 86 - If I had influence with the good fairy who is supposed to preside over the christening of all children I should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life, as an unfailing antidote against the boredom and disenchantments of later years, the sterile preoccupation with things that are artificial, the alienation from the sources of our strength.
Página 185 - Actually, who are you not to be? You are a child of God. Your playing small doesn't serve the world. There's nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us.