The Spiritual Foundation of Moral Education (original) (raw)
2013, The 3rd International Conference of The Institute of Mind Humanities -- Healing and Education of Mind: History and Methodology
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Abstract
AI
This paper discusses the complexities and contested nature of moral education, emphasizing the limits of logical justification in moral discourse. It explores concepts such as value sensing and relational consciousness, highlighting their significance in developing a moral framework. The author invites readers to engage with these ideas critically, reflecting on their relevance in the context of contemporary challenges like intolerance.
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Spirituality and Moral Education
Spirituality and Moral Education1 Judd Kruger Levingston, Ph.D. It’s easy to think of moral education as a process of helping students to think through ethical dilemmas about doing the right thing in the world. In field-based research in several public and private non-sectarian and faith-based schools, I have observed teachers working through dilemmas and case studies related to prejudice and principles of justice. As much as moral education encompasses questions about behavior and ethical action, it encompasses several other areas as well, including questions about dignity and civil rights, questions about things unknown and questions about universal existential concerns and principles. This essay posits that moral education can be a spiritual process and a part of a student’s spiritual formation if we see spirituality as an expression of religious yearning and as an expression of an individual’s deepest sense of self. Even in public and non-sectarian private settings, where questions about religion often are forbidden, teachers nevertheless have a unique opportunity to nurture a student’s spiritual development through music and writing, and through other vehicles that lead students to consider their place in the world. As students cultivate the talents they wish to develop to express themselves, they undertake a spiritual process in school and at home that may lead them to see themselves as spiritual beings as adults at work and again at home. In faith-based schools and in other settings that permit a full range of spiritual expression, teachers are in a position to nurture a wide range of personal expression through the arts, personal prayer, meaningful common gathering times and through academic work that touches on soulful questions. Spiritual development is not limited to traditional religious or academic expression. The arts and athletics provide arenas for young people to stretch their personal boundaries, try out new identities, and then come to terms with their own physical and personal limitations. This essay will conclude that spiritual development should be an essential element in moral development. Contact information: Judd Kruger Levingston, Ph.D., Director of Jewish Studies, Jack M. Barrack Hebrew Academy, Bryn Mawr, PA 19010 (telephone:) 610.922.2338 (email:) jlevingston@jbha.org
This writer shall enrich your life by sharing with you about contemporary moral education. At one stage or another time, every man woman or child will be faced with the issue of contemporary moral education. Moral education and cognitive growth should have first priority in our educational arena plan for the future. This should affect the pre-kindergarten, kindergarten, grammar school, high school, and college levels. Morality means to make choices, values and appreciate those important qualities to make responsible judgments or decisions. It is important to highlight that responsibility for education does not rest at the doorsteps of educational administrators. Society must share some of the responsibility. In addition, this includes students. They cannot be overlooked and anticipate phenomena to happen.
A philosophical approach to moral education
Journal of Philosophy in Schools, 2016
Moral education needs to be distinguished from moral training and to find its way into the school curriculum. It should meet academic standards relating to knowledge and understanding of the moral domain in much the same way as do other areas of study. This paper briefly explores the aims, subject matter and methods of such an undertaking from a philosophical point of view. The approach helps to overcome the common dichotomy in which students are regarded as moral beings so far as their general conduct is concerned and as amoral beings when it comes to the subject matter that they study. When integrated into the curriculum, it brings out the moral aspects of various areas of study and assists students to understand them.
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The approach described will assist the reader to understand the relationship of microlevel moral education to macro-level ethical outcomes. Advocates for the moral education of individuals. Design/methodology/approach I begin by claiming that ethical problems increase exponentially with scale, and then provides examples of ethical decision-making approaches. The complex nature of ethical thought is compounded as the perspective shifts from the individual, to the organizational, to the societal levels. Findings There is a marked tendency for people to try to solve ethical dilemmas at larger and larger scales of organization without first addressing the complexity of moral reasoning encountered at the level of the individual. Practical implications Christian leaders must understand and embrace the importance of moral education at the individual level, and work to achieve this at the micro level with full confidence that better ethical outcomes at the macro level will follow. Originality/value Advocating for moral education at the individual level changes places emphasis on the Christian telos of transforming the heart through a relationship with the living God, and treats improved ethical outcomes for society as a natural byproduct.
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Education in the Moral Domain Education in the Moral Domain brings together the results of twenty-five years of research on the domain theory of social cognitive development. On the basis of that research-which shows that morality is a domain distinct from other social values-the author provides concrete suggestions for creating a moral classroom climate, dealing with student discipline and integrating moral values within the curriculum. Among questions addressed are the following: Is morality a set of rules we acquire like any other? Are there universal aspects to morality, or is it culture specific? Is there such a thing as moral character? How best can teachers make use of our knowledge about children's moral and social growth in their everyday classroom practices? Integrated answers to these questions result in a comprehensive approach that does not reduce moral education to a process of induction or inculcation, but rather harnesses children's intrinsic motivation to comprehend and master their social worlds.
The Necessity of Moral Principles in Moral Education
UJAH: Unizik Journal of Arts and Humanities, 2015
Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.
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The paper explores reasons for the failure of contemporary approaches to mora/ education and suggests an alternative based oktheories of prosocial behavior. Prosocial behavior comprises actions intended to aid another person or group of people without the actors' anticipation of external rewards. Cultural and social factor's appear to be most directly linked with prosocial behavior; that is, such behavior'is likely to be learned as the child experiences models, expectations, and reinforcement. However, assumptions of current moral education approaches tend to ignore the cultural and social factors. These programs (values clarification, . cognitive development, and. rational ahalysis) emphasize the development of decision-making and reasoning,skills and independence ,Lnd autonomy. Lack of specific:moral content and of student evaluation also characterizes current practices. An alternative ,approach is based on Durkheim's (1975) view that the goal of moral education is,to develop the elements of morality: discipline, attachment to groups, and autonomy (a self-chosen sense of the good and one's duty). Implications are that a criterion for recruitment . should be based on personal characteristics which make a potential teacher a significant role model, the school atmosphere should involve group orientation, and the curriculum should stress that there are certain givens concerning moral life. Problems relevant to this approach should also be eLamined: indoctrination, cultural s relativism, and moral Lonflict. (Author/KC) is
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Worldview and moral education: On conceptual clarity and consistency in use van der Kooij, J.C. 2016 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) van der Kooij, J. C. (2016). Worldview and moral education: On conceptual clarity and consistency in use. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.
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