| dc.contributor.author | Leek, Joanna | |
| dc.date.accessioned | 2017-11-21T08:36:31Z | |
| dc.date.available | 2017-11-21T08:36:31Z | |
| dc.date.issued | 2017-06-30 | |
| dc.identifier.isbn | 978-3-95948-242-4 | |
| dc.identifier.issn | 1019-9993 | |
| dc.identifier.uri | http://hdl.handle.net/11089/23313 | |
| dc.description.abstract | The purpose of this study is to present the ethics education in England and Poland, focusing on the national curricula. Analyzing the issue, the first part of this paper presents the curricula from England, where ethics education is provided in the form of trans-subject path, followed by good practice examples from schools how British values are promoted across the curriculum and post-curricular activities. In the second part of the study I draw attention to national curricula of ethics education in Poland, to verify what highlight objectives and teaching content of ethics education in Poland. I argue that ethics education in England is aiming to prepare pupils to be a citizen in own country throughout promoting British values. The Polish perspective on ethics education urges pupils to consider skills how to live with others, being a member of broader groups such as school, own nation or global community. | pl_PL |
| dc.description.sponsorship | The inspiration for writing this paper was research work undertaken within project "Ethics in the System of Eductation in Poland and Selected Western Countries (Germany, United Kingdom, Spain, Portugal, France, USA, Norwey, Finland) founded with support from the Polish Ministry of Science and Higher Education. | pl_PL |
| dc.language.iso | en | pl_PL |
| dc.publisher | Verlag Traugott Bautz GmbH | pl_PL |
| dc.relation.ispartofseries | Europa Forum Philosophie;66 | |
| dc.subject | ethics education | pl_PL |
| dc.subject | moral education | pl_PL |
| dc.subject | England | pl_PL |
| dc.subject | Poland | pl_PL |
| dc.subject | curriculum | pl_PL |
| dc.subject | teaching | pl_PL |
| dc.subject | ethics | pl_PL |
| dc.title | Ethics education in England and Poland - differences and commonalities | pl_PL |
| dc.type | Article | pl_PL |
| dc.page.number | 91-103 | pl_PL |
| dc.contributor.authorAffiliation | University of Lodz, Faculty of Education Sciences | pl_PL |
| dc.references | Banks, J.A. (2004) Introduction: democratic citizenship education. In J.A. Banks (Ed.) Multicultural societies in diversity and citizenship education: global perspectives. Jossey-Bass: San Francisco, pp. 3-19. | pl_PL |
| dc.references | Brubaker, R. (1998) Immigration, citizenship and nation-state in France and Germany, in: G.Shafir (Ed) The citizenship debates. Univesity of Minnesota Press: Minneapolis, pp. 131-164. | pl_PL |
| dc.references | Byrnes, J. P. & Wasik, B. A. (1991). Role of conceptual knowledge in mathematical procedural learning. Developmental Psychology, 27, 777–786. | pl_PL |
| dc.references | Cahn, S. E. (Ed.). The philosophical foundations of education. New York: Harper & Row. | pl_PL |
| dc.references | Cam, P. (2014). Philosophy for Children, Values Education and the Inquiring Society. Educational Philosophy and Theory, Vol. 46, No. 11, 1203–1211. | pl_PL |
| dc.references | Canobi, K. H. (2009). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology, 102, 131–149 | pl_PL |
| dc.references | Davis, M. (2003, November). What’s wrong with character education? In: American Journal of Education, 110, 32–57 | pl_PL |
| dc.references | Halstead, J.M., Pike, M.A. (2006). Citizenship and Moral Education. Values in Actions. Abingdon: Routledge. | pl_PL |
| dc.references | Haydon, G. (2000) The moral agenda of citizenship education, in: D. Lawton, J. Cairns & R. Gardner (Eds) Education for citizenship (London, Continuum), 136–147. | pl_PL |
| dc.references | Kastoryano, R. (2006) French secularism and Islam: France’s headscraff affair. In T. Modood, A. Triandafyllidou & R. Zapata-Barrero (Eds.) Multiculturalism, Muslims and citizenship: a European approach. Routledge: Abindgon, pp. 57-69. | pl_PL |
| dc.references | Kennedy, K.J. (2013) Civics and Citizenship in the Australian curriculum: Global perspectives. Curriculum Perspectives 33(1): 75. | pl_PL |
| dc.references | Kymlicka, W. (1995) Multicultural citizenship. Oxford University Press: Oxford; Kymlicka W. (1999) Education for citizenship. In J.M. Halstead & T.H. McLaughlin (Eds.) Education in morality. Routledge: London&New York, pp. 79-102. | pl_PL |
| dc.references | Kiwan, D. (2008) Citizenship education in England at the cross-roads? Four models of citizenship and their implications for ethnic and religious diversity. Oxford Review of Education, vol. 34 (1), pp.39-58. | pl_PL |
| dc.references | Ladson-Billings, G. (2004) Culture versus citizenship: the challenge of racialized citizenship in the United States. In J.A. Banks (Ed.) Multicultural societies in diversity and citizenship education: global perspectives. Jossey Bass: San Francisco, pp. 99-126. | pl_PL |
| dc.references | Luchtenberg, S. (2004) Ethnic diversity and citizenship education in Germany. In J.A. Banks (Ed.) Multicultural societies in diversity and citizenship education: global perspectives. Jossey Bass: San Francisco, pp. 245-271. | pl_PL |
| dc.references | Mouritsen, P. (2006) The particular universalism of a Nordic civic nation: common values, state religio and Islam in Danish political culture. In T. Modood, A. Triandafyllidou & R. Zapata-Barrero (Eds.) Multiculturalism, Muslims and citizenship: a European approach. Routledge: Abindgon, pp. 70-93. | pl_PL |
| dc.references | Ryle, G. (1970). Teaching and training. In S.M. Cahn (Ed.), The philosophical foundations of education (pp. 413–424). New York: Harper & Row. | pl_PL |
| dc.references | Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36, 404–411. | pl_PL |
