Schools and moral education: conformism or autonomy (original) (raw)
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Moral Education: Hegemony vs. Morality
The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, Sartre’s existentialist appeal delineates moral education as a free choice of a learner where any institutional hegemony becomes trivial. The second part of the paper focuses on the content of moral education. What sort of moral laws make the content of moral education justifiable? Here Russell’s approach takes a pertinent role. We should secure modern education from the social and state’s anarchism. A way out that I depict in the last section of the paper stresses on moral education that evades itself from the repression of the pedagogue or rigid principles. Modern education should quest for why and liberal neutrality not by following the rigid rules obediently. Moral education teaches children about their own rights and the rights of the other in a beneficial manner.
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
Moral and religious issues in education
Studies in Philosophy and Education, 1996
Difficulties in liberal secularism are considered in relation to the views of ethnic minorities and in terms of the misleading nature of its supposed neutrality and objectivity. Cultural liberalism is seen in contrast to be committed to the preservation of other cultures and to celebrating diversity. This might avoid relativism and, within the Wisdom Tradition, offer a mutual enrichment and better access to truth. The practice of religious education can be seen as implicating the general behaviour of the teacher and the ethos of the school. A postmodemist pedagogy, involving dialogue with text and teacher, might both respect diversity and recover a sense of mystery. Reassessment of the relationship between knowledge and morality might lead to new practice in moral education, with relevant activities leading beyond the facts towards reflection on values. Moral education might also go beyond the intellect to encourage appropriate emotional dispositions in a communicative ethics. The dominance of certain metaphors in the language of cultural identity and authenticity channels thinking: this needs to be questioned.
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).
The Nature of Modern Schooling and the Question of Moral Education
Proceedings of the 34th Annual Conference on Critical Thinking and Learning, The Philosophy of Education Society of Australia, 2005
Moral education is commonly understood as what schools do to help young people become ethically mature adults, capable of moral thought and action. However, studying the history of moral education shows that it more often than not embodies the economic, political and social norms of particular times and places, in the guise of morality. This paper provides an overview of the birth of modern schooling and the position of moral education within that system, focusing on how moral education embodies the norms of modernity.
Contemporary Moral Education Paper
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.
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.
How to Evaluate and Judge When the Moral-Educational Dimension of Instruction Is Concerned?
Review of European Studies, 2015
The text examines the question of what value framework moral education in the public school of a democratic, multicultural society can legitimately rely on. The Constitution of the Republic of Slovenia and education legislation establish the concept of human rights (and duties) as the fundamental ethical and legal norm in Slovenia. From the aspect of legality and legitimacy, the concept has been established as the normative basis that must also be followed with regard to moral education in public schools. The author argues (and provides two practical cases as illustrations) that the right of parents to educate their children in accordance with their religious or philosophical beliefs does not require public school to avoid addressing "contentious" topics, although they may cause children moral distress. The only thing that public school must ensure is for knowledge to be transmitted objectively, critically, and pluralistically, and guarantee that there is nothing that could lead to indoctrination. This means that school and teachers must not impose any views on children about which people differ or require them to identify with a particular viewpoint. Rather, they must express the differences very clearly and allow for the coexistence of and respect for different views.
International Journal of Education, 2011
This research focuses on the most important issue that contributes in the educational process producing it with values and attitudes that help all teachers face difficulties. Morals are the basic element that all generations should learn and apply for that it's the core of all religions, so Scientists declare its roots, aims, and effects on individuals and groups. As it's mentioned in this research, in order to link this idea with reality, this research explains the practical application for some educational values as justice, shyness, loving others and honesty.