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Updated: May 29, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
[根据LOMLOE的说法,在中学和高中学习时的道德价值和人类尊严]
Rocío López-García-Torres1, Jaime Vilarroig Martín2
1Universidad Cardenal Herrera-CEU, CEU Universities. Facultad de Humanidades y Ciencias de la Comunicación. C/ Luis Vives, 1, 46115-Alfara del Patriarca, (Valencia). Tel: 961369000 ext. 62301. rocio.lopez@uchceu.es.
在西班牙,有机法3/2020 (LOMLOE) 涉及道德价值观,但"尊严"一词显然没有出现. 法律优先考虑社会后果,而不是尊严的基础,重点关注平等和性别问题.
科学领域:
- 教育教育教育教育教育教育.
- 法律 法律 法律 法律
- 伦理学 伦理学 伦理学
背景情况:
- 价值观是教育的核心,指导其质量和实践.
- 价值观的研究对于教育环境中的描述和评估目的至关重要.
研究的目的:
- 分析西班牙3/2020号 (LOMLOE) 有机法中的伦理价值观.
- 具体检查立法中如何解决人类尊严的问题.
- 评估道德价值观被纳入法律的程度和方式.
主要方法:
- 在LOMLOE.LOMLOE.中描述性地分析了公理学现实.
- 对伦理价值观的立法处理进行批判性反思.
- 内容分析侧重于明确提到"尊严"和其他道德价值.
主要成果:
- 在LOMLOE的分析部分中",尊严"一词几乎不存在.
- 法律强调了尊严的社会影响,而不是它的基本方面.
- 诸如平等,权利,义务,和平,非暴力,非歧视,尊重,正义和团结等价值观是突出的.
- 与性别相关的价值观得到了很大的关注,而自由则得到了很少的关注.
结论:
- 洛姆洛对道德价值观的方法,特别是人类尊严,具有重要的教育意义.
- 立法重点似乎是可观察到的结果和社会结构,而不是尊严的核心概念.
- 在法律中强调各种道德价值观方面存在明显的不平衡.
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