A Place for Character Education in Home Economics [electronic resource] / Mary B. Williams.
Home economists in vocational education are viewed as a diverse group of educators qualified to implement education for character concentrating on values that will remain with students in tomorrow's world of work. Educators should consider making a wholehearted commitment to teaching moral valu...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Subjects: |
MARC
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| 100 | 1 | |a Williams, Mary B. | |
| 245 | 1 | 2 | |a A Place for Character Education in Home Economics |h [electronic resource] / |c Mary B. Williams. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED357173. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Convention of the American Vocational Association (86th, St. Louis, MO, December 4-8, 1992). |5 ericd. | ||
| 520 | |a Home economists in vocational education are viewed as a diverse group of educators qualified to implement education for character concentrating on values that will remain with students in tomorrow's world of work. Educators should consider making a wholehearted commitment to teaching moral values and developing good character in students. A few years back many schools opted to take a neutral stand on the question: should the schools teach values? In the 'nineties more and more schools are for an affirmative answer to this question because of concerns about increasing moral problems in society, especially the disturbing rise in youth violence. As educators train students in job skills through vocational education, they must also guide the acceptance of moral values and development of strong character. Character has three interrelated parts: moral knowing, moral feeling, and moral behavior. Educators who hope to build character must take a comprehensive, embracing approach to values education that includes all phases of school life. A recommended comprehensive approach includes 12 strategies: act as caregiver, model, and mentor; create a moral community in the classroom; practice moral discipline; create a democratic classroom environment; teach values through the curriculum; use cooperative learning; develop the "conscience of craft"; encourage moral reflection; teach conflict resolution; foster caring beyond the classroom; create a positive moral culture in the school; and recruit parents and the community as partners in values education. (YLB) | ||
| 650 | 1 | 7 | |a Home Economics. |2 ericd. |
| 650 | 0 | 7 | |a Labor Force Development. |2 ericd. |
| 650 | 0 | 7 | |a Moral Development. |2 ericd. |
| 650 | 1 | 7 | |a Moral Values. |2 ericd. |
| 650 | 0 | 7 | |a School Role. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Values Clarification. |2 ericd. |
| 650 | 1 | 7 | |a Values Education. |2 ericd. |
| 650 | 0 | 7 | |a Work Ethic. |2 ericd. |
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