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The results show that students who made more value-related utterances during the discussion also referred more often and more explicitly in their individually written essays to moral values.This study indicates that the quality of the content of students’ dialogue is important for their ability to substantiate their opinion on moral issues with value-laden argumentation.First, students need to be able to reflect on the moral values that are at stake and take them into account when justifying their viewpoints to others.
Les résultats montrent que les élèves qui travaillaient en groupes formulant des énonciations reliées à un jugement de valeur, se référaient plus souvent et plus explicitement dans leurs propres dissertations à des valeurs morales.
Cette étude montre que la qualité du contenu du dialogue entre les élèves est importante pour se former une opinion de soi-même concernant des questions de morales avec des argumentations de valeurs.
Il faudra que l’éducation civique prête plus d’attention au dialogue entre les élèves, élément déterminant à un meilleur étayement aux idées de dialogue There has been an increasing emphasis in the past few decades on the social dimension of education.
Citizenship education has been introduced into the education systems of almost all European countries.
Citizens in Western societies need to be able to take their own moral decisions and be accountable for those decisions.
An important aim of citizenship education is, therefore, to enhance the capacity of students to develop personal viewpoints on value-related matters and to justify their opinions to others (Veugelers and Vedder ).A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary education.In the final lesson, students discussed a moral issue and then wrote an essay on it.Citizenship education in India The ideals of citizenship educations have been rooted in the Indian education system since a long time including the time before it got independence and was under the control of the colonialists.This essay lists the progress of citizenship education from the period just before independence to the present India.Although embedded in social and political contexts, moral values are different from social conventions and norms in that moral values transcend the specific context and have a more general and abstract significance (Killen ).According to the literature, stimulating dialogue in the classroom would seem to be an effective teaching method to enhance students’ ability to take account of moral values and multiple perspectives (Solomon et al. In a democratic society, moral values, such as justice or fairness, are continuously debated.This however changed when India got their independence on 15th August, 1947.Being a highly multicultural country, with several religions, languages and cultures, nobody really knew what it meant to be an Indian.Democratic society necessitates being able to communicate with different social groups that have different points of view.Schools are one of the few places where people can engage in this kind of discussion and learn the attitudes and skills required (Hess ).