Philosophy in life
Chris Higgins has written: 'The good life of teaching' -- subject(s): Teaching, Moral and ethical aspects, Education, Philosophy, PHILOSOPHY / History & Surveys / General
Graham Haydon has written: 'Fifty Years of Philosophy of Education (Bedford Way Papers)' 'Teaching About Values' -- subject(s): Moral and ethical aspects, Moral and ethical aspects of Teaching, Moral education, Study and teaching, Teaching, Values 'Education for a Pluralist Society' 'Values in Education (Continuum Studies in Research in Education)'
Richard Rowson has written: 'Moral philosophy' -- subject(s): Ethics, Study and teaching
Modern Moral Philosophy was created in 1958.
The Elements of Moral Philosophy was created in 1986.
It is not.
White's Professor of Moral Philosophy was created in 1621.
J. Mark Halstead has written: 'Values in sex education' -- subject(s): Moral education, Philosophy, Sex instruction, Sexual ethics, Study and teaching, Values 'Citizenship & moral education' -- subject(s): Aims and objectives, Citizenship, Education, Moral education, Study and teaching
There are only TWO kinds of Philosophy in this world, Spiritual Philosophy and Moral Philosophy. Spiritual Philosophy is based on Spiritual Knowledge and Moral Philosophy is based on Physical Knowledge. - Das Mookken.
A section of philosophy dealing with everyday practical problems. For example moral philosophy which deals with a moral dilemma one may find in his own life, is "practical philosophy".
A character's actions, beliefs, and choices can reflect different moral philosophies. Their decisions in various situations, treatment of others, and adherence to principles convey their moral compass, shaping how they are perceived by audiences. Through a character's behaviors and motivations, moral philosophy becomes a central aspect of their development and storyline.
The branches of philosophy of education - epistemology, ethics, metaphysics, and axiology - help educators to understand the nature of knowledge, moral values, reality, and the criteria for evaluating educational goals and practices. By engaging with these branches, educators can develop a coherent philosophy that guides their teaching approaches, curriculum decisions, and interactions with students, ultimately contributing to the cultivation of critical thinking, ethical reasoning, and holistic development in learners.