The Necessity of Moral Principles in Moral Education (original) (raw)

Moral Education in Secondary Schools: What, how, and why?

Pedagogika. Journal of Research in Educational Sciences , 2019

The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to find that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a sufficient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplification, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum).

Toward a Philosophy of Moral Education

Forum Pedagogiczne, 2016

The paper focuses on one project of moral education that is taking place in Slovakia in a form of a school subject. Ethics Education has been implemented in Slovakia since 1993/1994 as a school subject in the 2nd grade of primary schools and since 2004/2005 in the 1st grade of primary schools. The subject Ethics Education is based on education toward prosociality in the intentions of a Spanish prosocial psychologist Robert Roche Olivar. The aim of the paper is to examine a philosophical connection between moral education and education towards prosociality.

“You shouldn’t” Three observations on the necessity of moral education

The goal of this study is to deal with three reasons explaining the importance and necessity of moral education – not just in schools but in general. The research question is: Why do we need moral education? Each subchapter of this study will provide answers or grounds from which the necessity of moral education will be deduced, and which I intend to expose in this study. They apply to three particular areas: 1) the nature of the human being as a moral being, 2) the nature of moral reality itself, and 3) the speci􀏐ic nature of the postmodern situation in which we recognize the need for moral formation. The analysis of the three phenomena provides an argument for traditional moral realism which not only grounds any moral education but also makes it possible. Moral education proves to be not merely necessary but also philosophically legitimate.

Moral Values in Education

Tạp chí Nghiên cứu dân tộc

Schools have long been seen as institutions for preparing children for life, both academically and as moral agents in society. In order to become capable, moral citizens, children need to be provided with opportunities to learn moral values. However, little is known about how teachers enact social and moral values programs in the classroom. The aim of this article is to investigate the the moral education of the child with a critical attention paid to the allocation of responsibility. The paper tried to answer the question: ‘Who gives the child his moral education, is it a collective responsibility or the sole responsibility of an institution’? The answer is that It’s not only teachers in schools that can impart moral education to the children, but that the parents also play a great role in making the children aware of the importance of leading life ethically

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.

Designing And Implementing Moral Education In Romanian Primary School

European Proceedings of Educational Sciences, 2023

Moral education is a complex activity through which the individual is transformed, both cognitively and especially in an affective-volitional way. Teachers exert a strong moral influence on students, not only making them behave in a certain way, but also making them want to do so. Through the present research, we aimed to find out whether the teachers receive training that supports them in designing and carrying out moral education activities, and to identify the way in which they are carried out in primary school. We administered an opinion questionnaire to 161 primary school teachers and conducted a series of analyses based on the responses. The research revealed that 35.4% of the respondents think that they did not receive a proper initial training, meant to support them in the activities of moral education they carry out with students, and even the offer of the programmes of continuous education for this segment is not satisfactory for 32.9% of them, and 46.6 % think that no importance is attached to this side of education. The sources used to design moral education activities are examples of good practice (80.1%), websites for teachers (73.9%) and personal experience (73.3%), while methodological guides and journals are the least used (31.7% and 21.1%, respectively). As moral education methods, teachers prefer moral conversation, moral example, didactic play, and explanatory reading, and the method that is used most rarely is dramatization.

Moral Education of the Child: Whose Responsibility?

This paper examines the moral education of the child with a critical attention paid to the allocation of responsibility. The paper tried to answer the question: 'Who gives the child his moral education, is it a collective responsibility or the sole responsibility of an institution'? After the examination of some theories of moral development, attempt was made to examine the various institutions that interact with the child as regards his moral education. Suggestions were made on how these institutions should interact in order to give the child moral education and a conclusion was drawn that; the moral education of the child is not the sole responsibility of just an institution, rather, different social institutions must co-operate and effectively interact in order to give the child a meaningful moral education.

PEDAGOGICAL AND PSYHOLOGICAL BASIS OF MORAL EDUCATION

2013

Analyses of pedagogical and psychological literature show that education and upbringing are oriented to nursing moral values. In pedagogy’s historical context, the most important goals are education, development, and self-development of life experience and student’s perception of efforts to build values in their own life. In different historical periods, different moral values appear in the society. They are united by being directed towards humanism and on the basis of personal experience they represent completeness of general principles and norms of student’s behavior towards other people, nature, society and towards student’s themselves in the name of the common good. The already formed moral values have regulatory function in student’s life. The research problem is connected with humanization of the educational process.

Moral Education of Children in their First Childhood Period In Thinkers’ View

Islamic Education, 2019

This article examines the possibility of moral education of children during the Masteship Period - the first seven years of life, which is called Siyadat Period based on the teachings of hadiths related to the educational stages. For this purpose, we used the descriptive-analytical method to study and analyze the thinkers’ view about the age of the beginning the moral education. And in view of the concept of moral education influenced by Allamah Tabatabai in his book entitled al-Mizan, it is possible to explain this possibility by analytical-deductive method. The findings indicate that the active presence of intuitive mind, the impact of the environment, social relationships and ethical patterns, the possibility of realizing a degree of recognition, choice and practice are the most important evidences, presented by most thinkers, for the possibility of moral education of children in this period.