Moral education and the curriculum process: A case study of Jamaica

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dc.Institution
dc.contributor.authorPersaud, Ganga
dc.contributor.editor
dc.coverage.spatialSantiago, Chile
dc.date.accessioned2022-01-18T17:33:18Z
dc.date.available2022-01-18T17:33:18Z
dc.date.issued1980
dc.description
dc.description.abstractExamination of the conceptual framework and historical roots of moral values in Jamaican education indicates that moral values have a strong effect upon an individual's attitude toward himself, his society, and his own work. This case study, sponsored by UNESCO, was intended to test these interactions. There are 10 parts to the case study. The conceptual framework is presented in Part 1. Part 2 discusses moral values in the general aims of education in Jamaica. Parts 3 and 4 examine moral education in religious education and social studies respectively. Time allocated to the various curriculum offerings in Jamaica is presented in part 5. The school; social and environmental influences; and the development of students' moral conduct in the primary grades are examined in Part 6. Views on the results of moral education are discussed in Part 7. Conclusions are presented in Part 8. The appendices in Part 9 contain abridged samples of the aims, content, and methodology of social studies and religious education, and a brief test that examines student views on a number of issues. The case study concludes with a bibliography
dc.description.sponsorship
dc.description.sponsorship
dc.extent67 p
dc.identifier.other358
dc.identifier.urihttps://hdl.handle.net/2139/52460
dc.publisherUNESCO Regional Office for Education in Latin America and the Caribbean
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.source
dc.source.uriMain Library, UWIM - LC313 J25 P37
dc.subject.otherMoral education
dc.titleMoral education and the curriculum process: A case study of Jamaica
dc.type

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