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Moral development, Cold War pedagogy...

Gorzycki, Mary (Meg) Elizabeth.

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Moral development, Cold War pedagogy, and Catholic secondary education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Moral development, Cold War pedagogy, and Catholic secondary education./
作者:	Gorzycki, Mary (Meg) Elizabeth.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083912

Moral development, Cold War pedagogy, and Catholic secondary education.
Gorzycki, Mary (Meg) Elizabeth.

Moral development, Cold War pedagogy, and Catholic secondary education. - 223 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.

Thesis (Ed.D.)--University of San Francisco, 2003.

Catholic educators are directed by the Church to incorporate moral development across the curriculum. The degree to which this is accomplished is not thoroughly documented. This research explored the similarity between the cognitive developmental model of moral development, as articulated by Jean Piaget (1932) and Lawrence Kohlberg (1969), the social scientific community, (such as the National Council for Social Studies), and the directives of the Catholic Church on moral growth. It identified six essential components for moral development that are shared by these sources: critical thinking, multiple perspectives of issues, empathy, respect for the dignity of the person, respect for freedom of conscience, and regard for justice and caring. The research explored the degree to which these elements are integrated into the United States history unit on Cold War origins, 1945--1949, as taught in Catholic secondary schools.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Moral development, Cold War pedagogy, and Catholic secondary education.
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245 1 0 $a Moral development, Cold War pedagogy, and Catholic secondary education.
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500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.
500 $a Adviser: Mary Peter Traviss.
502 $a Thesis (Ed.D.)--University of San Francisco, 2003.
520 $a Catholic educators are directed by the Church to incorporate moral development across the curriculum. The degree to which this is accomplished is not thoroughly documented. This research explored the similarity between the cognitive developmental model of moral development, as articulated by Jean Piaget (1932) and Lawrence Kohlberg (1969), the social scientific community, (such as the National Council for Social Studies), and the directives of the Catholic Church on moral growth. It identified six essential components for moral development that are shared by these sources: critical thinking, multiple perspectives of issues, empathy, respect for the dignity of the person, respect for freedom of conscience, and regard for justice and caring. The research explored the degree to which these elements are integrated into the United States history unit on Cold War origins, 1945--1949, as taught in Catholic secondary schools.
520 $a Of the 23 Catholic high schools in the Archdiocese of San Francisco and Diocese of Oakland, 19 participated in the study. Sixty teachers received surveys, 39 responded. The survey found that 75% held a bachelor's degree in history and had studied a course entirely or partially devoted to the Cold War. It also revealed that 88% were "mildly" or "strongly" in favor of integrating moral development into history lessons, while 49% felt the same about integrating Catholic social teachings into their curriculum. Approximately 74% reported they had studied a course entirely or partially devoted to moral development, while 43% said the same for studies devoted to Catholic social teachings. About 71% of the teachers indicated that 60--100% of their history courses were designed by themselves, not by state or diocesan mandates.
520 $a As 75% of the teachers indicated textbooks represent 40--100% of the curriculum, a content analysis codified the presence of the six major elements of moral development. Critical thinking and multiple perspectives were most likely to be represented in chapter review and preview sections. The texts refrained from making literal references to the other four elements.
520 $a The degree to which moral development is integrated into history curriculum is limited by textbook content, teacher preference, and teacher training.
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