Critical Issues: Democracy, Community, Self, Literacy, and the Value of Global Conversation

Meredith, Kurtis S.; Steele, Jeannie L.; Kikušová, Sona

doi:10.1080/10862960109548106

Cited by 5 publications

(5 citation statements)

References 30 publications

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“…48 research, conceptualized values generally as desired goals of varying importance, serving as guiding principles in individual's lives. 49 Despite the said differences, certain commonalities are discernible. Through an extensive literature review, Ferić identifies five key characteristics associated with the concept of values.…”

Section: Who Holds the Authority To Decide The Values?mentioning

confidence: 99%

Value Education in Law School Curriculum : Cultivating Moral Autonomy

Žiha

2024

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According to the EU Justice Scoreboard reports, over 70% of Croatian citizens are dissatisfied with the Croatian judiciary, particularly its independence and efficiency. This paper addresses the deep-rooted challenges in the country’s legal education system. Despite reform initiatives, the current system serially produces ‘legal technicians’ lacking values, critical thinking capacity, and active student engagement. This echoes Montesquieu’s depiction of legal practitioners as ‘mouths that pronounce the words of the law.’ Acknowledging the pivotal role of legal education methodology in the creation of future legal practitioners and legal culture, this contribution explores how an average regular educator can support the development of students’ moral reasoning and values awareness. Through predominantly analytical research methods, we critically examine whether higher education environments should incorporate value education, the feasibility of teaching values in the traditional sense, and the potential of ethical analysis in a classroom to truly influence ethical behaviour in practice. Furthermore, we explore the complex matter of authority to decide on values to be imparted and delve into value education methodology. Concluding with practical suggestions, we propose the integration of the Evocation-Realization of meaning-Reflection (ERR) framework into lectures, as well as various creative tools to enhance moral reasoning.

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Section: Who Holds the Authority To Decide The Values?mentioning

confidence: 99%

Value Education in Law School Curriculum : Cultivating Moral Autonomy

Žiha

2024

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“…Although there may be no universal agreements for what "global" means, what is clear is that globalization has tightened the geographical distance between information pathways, economic resources, cultural development, and political discourses of varying public thresholds. As noted by Meredith et al (2001), these altered spaces present important opportunities for individuals to engage and reflect on self, social, and community configurations. As Schuerfholz-Lehr, (2007) connotes, these shifts in introspection can move an individual from understanding globalization as a place on the globe to "a place within the mind's eye" (p. 182).…”

Section: What Does "Global" Have To Do With It?mentioning

confidence: 99%

“…A growing consensus of recent research shows the need to view literacy as pluralistic, dynamic, and intimately connected to everyday facets of human life (Morrell, 2008;Street, 2013;Stroud & Prinsloo, 2015). In this vein, literacy has also become synonymous as a means for constructing and confronting systems of democracy and citizenship (Meredith et al, 2001;Shannon, 2007). The Literacy Research Association (n.d.; www.literacyresearchassociation.org), for instance, recognizes literacy as developing across one's life span as one engages a multicultural, multilingual world.…”

Section: What Does "Literacy" Have To Do With It?mentioning

confidence: 99%

Narrating Global Literacies: Crossing Borders of Exclusion During a Time of Crisis

Ensor

2021

Journal of Literacy Research

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Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on four practices—communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.

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“…They learn to respect all those traits which lead to advancement of human civilisation with a helping hand for those lagging behind. Every strata of a society strives forward with this thought and corresponding activities (Meredith, Steele, & Kikušová, 2001). Its probability is the maximum when literacy standards variation is the minimum across different age groups and segmentarian considerations are most likely to be absent.…”

Section: Literacy and Humanitarian Thoughtmentioning

confidence: 99%

Educational Achievement, Age Distribution and the Disables

Saha¹

2018

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Educational achievement and age correlatives may have significant bearings on generation, maintenance, and sustenance of environment to disseminate education for comprehensive development of learners as permeation of learning and its diffusion rate may vary depending upon different achievements on literacy scale for different age groups. More so, for disable learners as such learners need additional initiatives and assisting environment of even more literate fellow beings constituting surroundings. From this perspective, this paper makes a descriptive analytical effort to present census (2011) results in evaluating overall literacy position and that for disable ones alongwith environment availability through simple statistical tools.

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Critical Issues: Democracy, Community, Self, Literacy, and the Value of Global Conversation

Abstract: SLOVAKIA In this article, we begin by describing how literacy is

Cited by 5 publications

References 30 publications

Value Education in Law School Curriculum : Cultivating Moral Autonomy

Value Education in Law School Curriculum : Cultivating Moral Autonomy

Narrating Global Literacies: Crossing Borders of Exclusion During a Time of Crisis

Educational Achievement, Age Distribution and the Disables

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