ERG SES H 06, Social Aspects of Education
The thesis brings up the importance of the role of moral values in the management of education for pupils’ development. Nowadays cross-cultural research in social change clearly indicates processes of pragmatisation of moral values (pragmatism as a simply way of life to most people. This claim is based on the statement that practical action seems to be the key of people’s lives.
Any moral value undergoes pragmatisation as far as it is deprived of its' very nature as a moral value and taken just as a matter of practical action to achieve different ends (i.e. economic, bureaucratic). The goal of the paper is to investigate the problem of pragmatisation of moral values in schools. To do so, the author focuses on intellectual property and copying without authorship acknowledgment. The authorship and intellectual property issues are considered to be crucial to school management for moral education. It is argued that demoralization of moral values in a school is consequence of narrow focus on academic learning without caring for pupils’ socio-moral development .
To explore the problem in a broader context, a study was conducted in three countries form different parts of Europe - Poland, Ireland and Sweden. Different cultures have different ways of understanding education, morality and, last but not least, various ways of living [Esping-Andersen 1990, 1996; Hofstede 1993]. The same differences may also exist within a particular culture. Education itself is very often influenced by external sources - states, churches or international organizations. The subservient role of education carries the risk Indoctrinating the students. A similar thing could happen with morality. In all cultural traditions, the moral system of values is given a priori from history, culture and traditions. However, as education, moral value system may not only vary in different cultures but also within the same society. Democracy as a value of freedom should respect the education and morality as internal values. The main aim of education should be to create intellectual and moral autonomy of pupils.
Therefore the thesis contains three variables which are investigated among pupils and teachers in different cultures (Polish, Irish and Swedish). The variables are based on the concept of autonomous development of an individual pupil created by Adam Niemczynski.
The first variable is related to the way of thinking about education as a “philosophy of live”. This variable has two categories - heteronomous and autonomus way of thinking about education. In the first one, the goal of education is to serve external ideas i.e. states or churches (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) [Niemczyński 1996]. In the second category, the goal of education is to create moral autonomous people who have a clear sense of the principles of justice, respect and compassion towards others [Kohlberg 1958, 1981, 1984; Niemczyński 1996].
The second variable is related to understanding of the intellectual property - pragmatic or moral. Pragmatic understanding means that people treat intellectual property as a way to provide some external goals for education (i.e. raise the social status). Moral understanding means that people think about intellectual property in autonomic (internal) categories.
The third variable says that people who represent a heteronomous thinking about education have pragmatic attitude to intellectual property. On the other hand, people who represent an autonomous thinking about education have moral attitude to intellectual property.
1. Blum, L.A. (1994) Moral Perception and Particularity (Cambridge, Cambridge University Press). 2. Bottery, M., (2004). The Challenge of Educational Leadership. Values in a Globalized Age, Paul Chapman Publishing 3. Czyzowska, Dorota, Niemczynski, A. (1996) Universality of socio-moral development: A cross-sectional study in Poland.Journal of Moral Education; Dec96, Vol. 25 Issue 4, p441-455. 4.Deacon, B., 2000, Eastern European welfare states: the impact of the politics of globalization. Journal of European Social Policy 10 (2):146-161. 5. Esping-Andersen, Gosta, 1990, The Three Worlds of Welfare Capitalism. 5. Fenger, H.J.M., 2005, Welfare regimes in Central and Eastern Europe. Incorporating post – communist countries in a welfare regime typology. Paper for the NIG 2005 Conference, Nijmegen. First preliminary draft. 6. Hofstede, G. (1993). "Cultures and Organizations: Software of the Mind". Administrative Science Quarterly. Johnson Graduate School of Management, Cornell University. 7. Łuczyński J. (2011). Zarządzanie edukacyjne a wychowanie uczniów w szkole. WUJ. Kraków. 8. Kazamias, A.M. (1961). “Some old and new approaches to comparative education.” Comparative Education Review, 5(2), 90-96. 9. Kazamias, A.M., and Schwartz K. (1970). “Woozles and wizzles in the methodology of comparative education.” Comparative Education Review, 14(3), 255-261. 10. Kohlberg, L. (1981) The Philosophy or Moral Development: essays on moral development, Vol. 1 (New York, Harper & Row). 9.Kohlberg, L. (1984) The Psychology of Moral Development: essays on moral development, Vol. 2 (New York, Harper & Row). 11. Neuman, W.L. (2006). Social Research Methods. Qualitative and Quantitative Approaches, 6 th ed. Boston : Pearson/Allyn & Bacon. 12.Niemczyński A. (1996). Moral education is not good enough because education is not moral enough. Journal of Moral Education; Mar96, Vol. 25 Issue 1, p111-117. 13. Noah , H.J., and Eckstein, M. A. (1969). Toward a Science of Comparative Education. New York: The Macmillan Company. 14. Piaget J. (1977). Dokąd zmierza edukacja. Warszawa: PWN.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.