Principles and methods to guide education for purpose: a Brazilian experience

References

• Araujo, U. F. 2000. “Escola, democracia e a construção de personalidades morais [School, Democracy and the Construction of Moral Personalities].” Educação e Pesquisa [Education and Research] 26 (2): 91–107.10.1590/S1517-97022000000200007
   Google Scholar
• Araujo, U. F. 2012. “Promoting Ethical and Environmental Awareness in Vulnerable Communities: A Research Action Plan.” Journal of Moral Education 41: 389–397.10.1080/03057240.2012.691636
   Web of Science ®Google Scholar
• Araujo, U. F., and V. A. Arantes. 2009. “The Ethics and Citizenship Programme: A Brazilian Experience in Moral Education.” Journal of Moral Education 38: 489–511.10.1080/03057240903321956
   Web of Science ®Google Scholar
• Araujo, U. F., and V. A. Arantes. 2014. “Re-inventing School to Develop Active Citizens.” In Positive Psychology in Latin America, Cross-cultural. Advancements in Positive Psychology. 10 vol, edited by A. Castro Solano, 241–254. New York: Springer.
   Google Scholar
• Araujo, U. F., R. Fruchter, M. C. Garbin, L. N. Pascoalino, and V. A. Arantes. 2014. “The Reorganization of Time, Space, and Relationships in School with the Use of Active Learning Methodologies and Collaborative Tools.” Educação temática digital, supl. pesquisa, desenvolvimento e formação na educação [In Digital Thematic Education, suppl. Research, Development and Training in Education] 16 (1): 84–89.
   Google Scholar
• Araujo, U. F., J. M. Puig, and V. A. Arantes. 2007. Educação e valores: Pontos e contrapontos [Education and Values: Points and Counterpoints]. São Paulo: Summus.
   Google Scholar
• Blasi, A. 1995. “The Development of Identity: Some Implications for Moral Functioning.” In The Moral Self, edited by G. Noam and T. Wren, 99–122. Cambridge, MA: The MIT Press.
   Google Scholar
• Bronk, K. C. 2011. “The Role of Purpose in Life in Healthy Identity Formation: A Grounded Model.” In New Directions for Youth Development, edited by Jennifer Mariano, 31–44. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bundick, M. J. 2011. “The Benefits of Reflecting on and Discussing Purpose in Life in Emerging Adults.” In New Directions for Youth Development, edited by Jennifer Mariano, 89–103. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bundick, M., and K. Tirri. 2014. “Student Perceptions of Teacher Support and Competencies for Fostering Youth Purpose and Positive Youth Development: Perspectives From Two Countries.” Applied Developmental Science 18 (3): 148–162.10.1080/10888691.2014.924357
   Web of Science ®Google Scholar
• Damon, W. 1995. Greater Expectations: Overcoming the Culture of Indulgence in America’s Homes and Schools. New York: The Free Press.
   Google Scholar
• Damon, W. 2008. The Path to Purpose: Helping Our Children Find Their Calling in Life. New York: Simon and Schuster.
   Google Scholar
• Damon, W. 2009. “The Why Question: Teachers Can Instill a Sense of Purpose.” Education Next 9 (3): 84.
   Google Scholar
• Damon, W., and A. Colby. 2015. The Power of Ideals: The Real Story of Moral Choice. New York: Oxford.
   Google Scholar
• Damon, W., J. M. Menon, and K. Bronk. 2003. “The Development of Purpose During Adolescence.” Applied Developmental Science 7 (3): 119–128.10.1207/S1532480XADS0703_2
   Google Scholar
• Darling-Hammond, L. 2000. “Teacher Quality and Student Achievement.” Education Policy Analysis Archives 8 (1): 1–44.10.14507/epaa.v8n1.2000
   Web of Science ®Google Scholar
• Darling-Hammond, L., and J. Bransford. 2005. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. 1st ed. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Decker, I. R., and P. A. J. Bouhuijs. 2009. “Aprendizagem baseada em problemas e metodologia da problematização: Identificando e analisando continuidades e descontinuidades nos processos de ensino-aprendizagem [Problem-based Learning and Methodology of Questioning: Identifying and Analyzing Continuities and Discontinuities in Teaching–Learning Processes].” In Aprendizagem baseada em problemas no ensino superior [Problem-based Learning in Higher Education], edited by Ulisses Araujo and Genoveva Sastre, 177–204. São Paulo: Summus.
   Google Scholar
• De Graaff, E., and A. Kolmos. 2007. “History of Problem-based and Project-based Learning.” In Management of Change: Implementation of Problem-Based and Project-Based Learning in Engineering, edited by Erik De Graaff and Anette Kolmos, 1–8. Rotterdam: Sense.
   Google Scholar
• IDEO. 2009. Human-centered Design Toolkit. http://www.ideo.com/work/human-centered-design-toolkit.
   Google Scholar
• Koshy, S. I., and J. M. Mariano. 2011. “Promoting Youth Purpose: A Review of the Literature.” In New Directions for Youth Development, edited by Jennifer Mariano, 13–29. San Francisco, CA: Jossey-Bass.
   Google Scholar
• La Taille, Y. D. 1996. “A indisciplina e o sentimento de vergonha [Indiscipline and Shame].” In Indisciplina na escola: Alternativas teóricas e práticas [Indiscipline in School: Theoretical and Practical Alternatives], edited by Julio Groppa Aquino, 9–23. São Paulo: Summus.
   Google Scholar
• Lewis, M., J. M. Haviland-Jones, and L. F. Barrett. 2010. Handbook of Emotions. New York: Guilford Press.
   Google Scholar
• Machado, N. 2000. Educação: Projetos e valores [Education: Projects and Values]. São Paulo: Escrituras Editora.
   Google Scholar
• Martínez, M. 2001. “Escuela y construcción de valores [School and Values Development].” In Un lugar llamado escuela: En la sociedad de la información y de la diversidad [A Place Called School: In the Information Society and Diversity], edited by Miquel Martínez and C. Bujons, 26–48. Barcelona: Ariel.
   Google Scholar
• Mayo, P., M. B. Donnelly, P. P. Nash, and R. W. Schwartz. 1993. “Student Perceptions of Tutor Effectiveness in a Problem‐based Surgery Clerkship.” Teaching and Learning in Medicine 5 (4): 227–233.10.1080/10401339309539628
   Google Scholar
• Moran, S. 2015. “Adolescent Aspirations for Change: Creativity as a Life Purpose.” Asia Pacific Education Review 16 (2): 167–175. doi:10.1007/s12564-015-9363-z.
   Web of Science ®Google Scholar
• Moran, S., M. J. Bundick, H. Malin, and T. S. Reilly. 2012. “How Supportive of Their Specific Purposes Do Youth Believe Their Family and Friends Are?” Journal of Adolescent Research 28 (3): 348–377. doi:10.1177/0743558412457816.
   Web of Science ®Google Scholar
• Morin, E. 1990. Introduction à la pensée complexe [Introduction to Complex Thought]. Paris: ESF.
   Google Scholar
• Muris, P., and C. Meesters. 2014. “Small or Big in the Eyes of the Other: On the Developmental Psychopathology of Self-conscious Emotions as Shame, Guilt, and Pride.” Clinical Child and Family Psychology Review 17 (1): 19–40. doi:10.1007/s10567-013-0137-z.
   PubMed Web of Science ®Google Scholar
• Narvaez, D. 2006. “Integrative Ethical Education.” In Handbook of Moral Development, edited by Melanie Killen and Judith Smetana, 703–733. Mahwah, NJ: Erlbaum.
   Google Scholar
• Piaget, J. 1954. Les relations entre l’intelligence et l’affectivité dans le développement de l’enfant [The Relations between Intelligence and Emotions in the Development of Infants]. Paris: University of Paris-Sorbonne. http://www.fondationjeanpiaget.ch.
   Google Scholar
• Piaget, J., and P. Gréco. (1959) 1974. Aprendizagem e conhecimento [Learning and Knowledge]. São Paulo: Freitas Bastos.
   Google Scholar
• Pinheiro, V. P. G. A. 2009. “A generosidade e os sentimentos morais: Um estudo exploratório na perspectiva dos modelos organizadores do pensamento [Generosity and Moral Feelings: An Exploratory Study in the Perspective of the Organizing Models of Thought].” Master’s thesis, School of Education of São Paulo University.
   Google Scholar
• Pinheiro, V. P. G., and V. A. Arantes. 2015. “Values and Feelings in Young Brazilians’ Purposes.” Paidéia (Ribeirão Preto) 25 (61): 201–209.10.1590/1982-43272561201508
   Google Scholar
• Plattner, H., C. Meinel, and L. Leifer. 2011. Design Thinking: Understand, Improve, Apply. Berlin: Springer.
   Google Scholar
• Power, F. C., and A. Higgins-D’Alessandro. 2008. “The Just Community Approach to Moral Education and the Moral Atmosphere of the School.” In Handbook of Moral and Character Education, edited by Larry P. Nucci and Darcia Narvaez, 230–247. New York: Routledge.
   Google Scholar
• Puig, J. M. 1995. La educación moral en la enseñanza obligatoria [Moral Education in the Basic Education]. Barcelona: Editorial Horsori.
   Google Scholar
• Puig, J. M. 2007. “Aprender a viver [Learn to Live].” In Educação e valores: Pontos e contrapontos [Education and Values: Points and Counterpoints], edited by Ulisses Araujo, Josep Maria Puig, and Valéria Arantes, 65–106. São Paulo: Summus.
   Google Scholar
• Puig, J. M., and X. Martín. 2010. As sete Ccompetências básicas para educar em valores [Seven Skills to Educate in Values]. São Paulo: Summus.
   Google Scholar
• Rice, J. K. 2003. Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Washington, DC: Economic Policy Institute.
   Google Scholar
• Rué, J. 2009. “Aprender com autonomia no ensino superior [Learning Autonomy in Higher Education].” In Aprendizagem baseada em problemas no ensino superior. [Problem-based Learning in Higher Education], edited by Ulisses Araujo and Genoveva Sastre, 157–176. São Paulo: Summus.
   Google Scholar
• Shulman, L. S. 2004. The Wisdom of Practice. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Weimer, M. 2002. Learner-centered Teaching: Five Key Changes to Practice. San Francisco, CA: Wiley.
   Google Scholar