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Grounded in ethnography and teacher research, Moving across Differences examines how an LGBTQ+-themed literature course enabled high school students to negotiate their differences and engage in ethical encounters. Drawing on the work of queer theorists, Mollie V. Blackburn conceptualizes these encounters as forms of movement across differences of not only gender and sexuality but also identity and ideology more broadly. As we follow Blackburn's thoughtful rendering of students' sometimes fraught exchanges, we are encouraged to follow their lead and move when confronted with differences. We might move closer to those like us, so we can be in community to recover and heal. But we might also move closer to others, so we can discover and learn. The book argues, though, that we must move ethically and, moreover, that literature and the work of reading, writing, and talking can foster this movement. Modeling care in both teaching and research, Moving across Differences contributes to the study and practice of English Language Arts curriculum and pedagogy, qualitative methods, and queer theory.This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)-a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries-and the generous support of The Ohio State University Libraries. Learn more at the TOME website, available at: https://www.openmonographs.org/. It can also be found in the SUNY Open Access Repository at https://soar.suny.edu/handle/20.500.12648/7524.

Moral education --- Moral education.

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Moral education --- Moral education -

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Moral education.

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The nature of character and personality -- Dynamics of character -- The personal equation -- Their future is now -- Before the nursery -- Character development in the nursery -- The kindergarten child -- The first school years -- The third and fourth grades -- Middle childhood -- In junior high school -- The high school and college age -- The mature personality -- Social integration -- Happy are they.

Moral education.

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"The first two volumes of the report of the Character Education Inquiry, Studies in Deceit and Studies in Service and Self-Control, were concerned with the measurement and causation of certain behavior tendencies. It is to this further problem of integration that we turn in this volume. We are concerned here both with the inner consistency or self-integration of the individual and with his outer relations or social functioning. In order to study this problem of integration more empirically than has been heretofore possible, we set up an experiment which required the administration of all our tests to three populations. In addition, we gave a few supplementary tests in order to secure scores representing such important facts as suggestibility, neurotic tendencies, and socio-economic level. The test program occupied about thirty hours, or six school days, for each child. The three groups, X, Y, and Z, are all about the same size, making a total of some 850 subjects. In reading the present volume the reader may be helped by bearing in mind its general contents. In Part I we shall deal with those inner aspects of character, knowledge and attitude, which we refrained from discussing in our first two volumes. Part II presents the entire test program administered in populations X, Y, and Z and discusses the way in which the various types of behavior we have studied are related to one another and the way in which knowledge, attitude, and behavior are interwoven. Part III proceeds to an empirical determination of what constitutes "character," in terms of the criteria available. Part IV deals with the significance of integration. The general results of the Character Education Inquiry are summed up in Part V, which presents the conclusions and implications of all three volumes of the report"--Introduction. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Moral education.