“Beyond aesthetic sensitivity, the study of literature leads to inductive insights in such areas as psychology, philosophy, history, and sociology; and it provides data on such topics as human nature, sin, and the meaning and purpose of human existence” (Knight, 2006, p. 230). As Knight so clearly states, the secondary English classroom is rife with opportunities for teaching biblical-based values and helping students develop their characters as Christian young men and women. By examining literary characters, historical figures, writing samples, and by expressing themselves through the use of language, students encounter many opportunities to reflect upon and discuss a plethora of values. Van Brummelen (2002) lists an extensive amount of values grouped into twelve categories: spiritual, moral, political/legal, economic, social, language/communication, analytic/logical, aesthetic, psychological, physical health, biological and physical, and mathematical. Out of these categories, the easiest values to integrate with English are drawn from the spiritual, moral, social, and language/communication categories. Specifically, three values that can be taught in conjunction with secondary English for the character development of students are integrity, clarity, and devotion. While this list is far from exhaustive, it is a good base to show how easily values can be integrated into English instruction.
The first value that teachers can integrate into English instruction is integrity. Merriam-Webster defines integrity as “the quality of being honest and fair” or “the state of being complete or whole” (Devotion). The Bible also has much to say about integrity. One example is found in Proverbs 10:9, which says, “Whoever walks in integrity walk...
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.... (2010). Values: The implicit curriculum. In F.W. Parkay, G. Hass, and E.J. Anctil (Eds.) Curriculum Leadership: Readings for Developing Quality Educational Programs (9th ed.) (43-48). New York: Allyn and Bacon.
Famous Examples of Plagiarism and Cheating. (n.d.). The College of Saint Rose. Retrieved May 4, 2014, from http://www.strose.edu/academics/academic_integrity/article3218
Knight, G.R. (2006). Philosophy and Education: An Introduction in Christian Perspective. Berrien Springs, MI: Andrews University Press.
Top 10 Plagiarism Scandals of All Time - OnlineClasses.org. (n.d.).OnlineClassesorg Top 10 Plagiarism Scandals of All Time Comments. Retrieved May 4, 2014, from http://www.onlineclasses.org/resources/top-10-plagiarism-scandals-of-all-time/
Van Brummelen, H. (2002). Steppingstones to Curriculum (2nd ed.). Colorado Springs, CO: Purposeful Design Publications.
Cowan, S.B., & Spiegel, J.S. (2009). The Love of Wisdom: A Christian Introduction to Philosophy . Nashville, Tennessee: B&H Publishing Group.
I had many personal connections to these values. I also had a lot of fun thinking of ways I will incorporate teaching these lessons to my students. One of the main examples that always came to mind was modeling the values with my students. They will be very influential at the ages I will be working with. Many of the students will think anything their teacher does is the coolest thing ever. This is a great way to get the values across to the students. I can model the values and show them how it looks on a daily basis. Just as I will demand respect from my students, I will also treat them with respect. It would be unreasonable to expect things from my students if I am not also willing to act the same
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
They show their view of plagiarism clearly in their documents through the use of terms such as “without hesitation” and “will not be tolerated” (Student code of conduct and discipline, 2015, p. 6; 9. Academic Honesty, n.d.). Many college students try to find out the ways how to avoid being accused of committing a serious academic offence as much as they can. Putting their own name on someone else’s works and getting good grades, some of them might succeed cleverly, but it is nothing but dishonesty. Both colleges warn students the consequences of plagiarism strongly, saying it can bring negative
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
Effective character education programs need to include many main beliefs. It is said that “Character education promotes core ethical values as the basis of good character.” This means that some values which include caring, honesty, fairness, responsibility, and respect for self and others are all essential to building character education. The hope is that schools that implement character education programs look at these values as obligations for the student to uphold. The second thing that character education needs to have is thinking, emotion, and behavior.
Plagiarism is a severe problem because it has since become an epidemic and is being practiced at an alarmingly increasing rate. It has become widely accepted among students at many colleges and universities across the United States. It has gotten to the point that many students don’t even consider it cheating. This fact alone makes it even more serious and harder to control. It is now common practice to obtain someone else’s writing and turn it in as an original work. It is not difficult to purchase a pre-written paper or hire another individual to write a paper. Students are willing to pay whatever the cost so that they don’t have to do the work themselves. In fact, paper-selling services such as this have become quite a lucrative business. With the age of technology quickly advancing it has become all the more easily to plagiarize.
Ed. Michael Goldman. Teaching Philosophy 36.2 (2013): 181-82. Print. The.
The statement “philosophy of Christian education” contains much information to be unwrapped. The term philosophy literally means, in the Greek, “love of wisdom.” In this case, the study of philosophy involves a “critical study of the basic principles and concepts of a particular branch of knowledge” (Philosophy). My understanding of Christian education is what I hope to unveil in this brief document. A high-quality education of children must embrace a student’s intellect, spiritual nature, social life, emotional growth, and physical health. I see evidence for this in scripture as Jesus grew in wisdom and stature, and in favor with God and man (Luke 2:52). The goal of education should be the training of children, in every area of their life, for adulthood. What makes my philosophy of education different from the secular world is the distinctively Christian biblical worldview. It is this biblical worldview that sets apart Christian education from the public schools in our culture because we address the spiritual dimension of children that the secular humanistic education denies.
One of my most influential experiences took place with my very first class, ED 523 taught by Dr. Howe. In this course, I learned about the Understanding by Design (UbD) Framework created by Wiggins and McTighe. This framework focuses on a backward design approach that uses big ideas, essential questions, and authentic assessments to create and guide curriculum (Wiggins and McTighe, 2005). The design encourages educators to “start with the end in mind.” Along with UbD, I also learned about a calendar-based curriculum mapping process created by Heidi Hayes Jacobs. The curriculum map allows for educators to examine curriculum both horizontally in a course and also vertically over the student’s K-12 academic career (Jacobs, 1997).
Plagiarism has been present in society for longer than one might like to think. But what is even more upsetting is the fact that it is a recurring problem in innumerable school systems across the country. By definition, plagiarism is the “unacknowledged and inappropriate use of ideas and wording of another writer” and can be considered “a grave violation of academic integrity” (http://www.usc.edu/dept/LAS/writing/tools/plagiarism.html). This may seem slightly harsh, but it is indeed true. However, to put in layman’s terms, an act of fraud or deception is committed when someone plagiarizes, either from a textbook or the internet. And, as with every mistake, consequences arise that affect the individual greatly.
Behrens, Laurence and Rosen, Leonard J. Writings and Readings Across the Curriculum. New York: Longman, 2000. Pgs. 351,355, 343, 341, 352
In a society with a vast array of different beliefs and mediums through which these beliefs are presented, children can get lost in an overwhelming sea of influential ideas and concepts not necessarily intended for their eyes and ears. Character education is a concept that calls for teachers and school curriculums to guide students in learning what Edward F. DeRoche and Mary M. Williams (2001, p. 25) described as “core values held sacred by a democratic society.” Parents are generally considered the teachers of morals, but if values like sharing, compassion, and honesty are never enforced or addressed outside the home, these values may never be established as a stable foundation in the child’s mind. Character education’s purpose is to help children choose to be well-mannered, stable, cooperative individuals. Character education is not in every school system, but its support is growing along with the amount of research evidence increasing in its favor (Viadero, 2003). The teaching of values in education has evolved into character education, and today there are different studies, designs, and resources for character education programs in schools to foster moral growth and citizenship in children.
According to free dictionary (2017) values are principles or standards, as of behavior, which is considered important or desirable. Values have a major impact on a person's conduct and attitude, they also serve as strategies in situations. The Social Studies subject located within the curriculum of the education system of Trinidad and Tobago is multidisciplinary and aims at educating the students to become more aware and interactive with their personal and social environment. A major focus of Social Studies is the
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.