Search for tag "Moral education"
|1912. 22-27 Aug
||The International Moral Education Congress was an international academic conference held in Europe six times between 1908 and 1934. It convened because of an interest in moral education by many countries beginning a decade before the inaugural event.
The Second Congress was held at The Hague, August 22–27, 1912. Twenty-three countries sent official government delegates. Over 1,000 members were officially enrolled for the congress. Over 200 papers of some 2,000 words each were contributed and appeared in the five published volumes of more than 1,200 pages. [Wikipedia]
From Alexandria, Egypt, 'Abdu'l-Bahá sent a paper called Universal Education.
|The Hague; Netherlands; Alexandria; Egypt
||Peace; Education; Moral education; Abdul-Baha, Writings and talks of; Abdul-Baha in Egypt; Abdul-Baha, Life of
|2006 15 Jul
||The Bahá'í Academy in Panchgani, India, entered into a formal agreement with one of India's top-ranked universities to offer specialized training in education for moral development to its students, faculty, and staff. [BWNS470]
||Panchgani; Pune (Poona); India
||Bahai Academy; Universities; Education; Moral education; Ethics; BWNS
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- Bushido (Chivalry) and the Traditional Japanese Moral Education, by Nozomu Sonda, in Online Journal of Bahá'í Studies, 1 (2007). Japanese virtues explained by Nitobe in 1900 in comparison with the Baha'i perspective on moral education. [about]
- Contes interactifs pour pré-jeunes, by Romuald Boubou Moyo (2018). Il s’agit d’une deuxième version du livret pour pré-jeunes "Marcher dans le droit chemin." Ils vont pouvoir apprécier, en tant qu’acteurs principaux, les implications morales qui découlent des choix qu'ils feront en lisant les vingt contes interactifs. [about]
- Developing a Participatory Approach to Learning, by Maija Pihlainen, in Journal of Bahá'í Studies, 4:2 (1991). [about]
- Early Childhood Education, by Cyrus Rohani, in Journal of College Teaching & Learning, 7:1 (2010). Education is a continuous and creative process which fulfils the moral potential of each individual. Its aim is to develop the capacities latent in human nature and to coordinate their expression for the enrichment and transformation of society. [about]
- Human Spirit in Moral Education, The, by Kuek Yi Hsing, in Singapore Bahá'í Studies Review, vol. 4 (1999). Historical perspectives that have led to the immanence of secular models of moral education in Europe and the U.S., how Singapore has taught moral education, secular models from the U.S. and their inadequacies, and what the Baha'i Faith can offer. [about]
- Reading of Sona Farid-Arbab's Moral Empowerment: In Quest of a Pedagogy, A, by Gerald Filson, in Journal of Bahá'í Studies, 28:3 (2018). On the central goal of education and how it can address our evolving need to learn about both the physical and social world at a
time when knowledge and information are accumulating at such an incredible pace. [about]
- Reflections on Human Rights, Moral Development, and the Global Campaign to Eradicate Gender-Based Violence, by Michael L. Penn, in Bahá'í-Inspired Perspectives on Human Rights (2001). [about]
- Universal Education, by Abdu'l-Bahá, in Mémoires sur l'education morale, présentés au deuxième Congrès international d'éducation morale à La Haye (1912). Tablet to the second international congress on moral education in The Hague. [about]