Education in the Moral Domain (original) (raw)

Shaping the Mind Towards an Effective Moral Education

2017

In a world which is primarily split between a few haves and majority of have-nots, tensions, diversities, self-centered vision, violence, terrorism and consumerism are creating a dreadful scenario of a bleeding world and blood splattered humanity. Many schools have been searching the reasons of depreciation in moral values and they have been working for developing good moral values among the students. The lack in moral values and the unhealthy attitudes of students is the main reason of having problems in several schools. They have been realizing the importance of moral education in school. Moral Values are the worthy ideals or principles that one follows to distinguish the right from the wrong. These ideals or virtues are considered worthy in building up the character of an individual. Moral responsibility is intimately related to our reactions to one another. Dealing with values and moral issues is recognized as integral part of teachers’ roles. Teacher has an important role in in...

Towards a Theory of Moral Education

2014

In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is controversial: there is deep uncertainty about both the requirements of morality and the reasons to comply with them. I draw distinctions between two kinds of moral education (moral formation and moral inquiry) and between two kinds of moral inquiry (directive and nondirective). I argue that some basic moral standards are robustly justified and that schools should promote subscription to these standards by means of both moral formation and directive moral inquiry.

Preparing School Personnel Relative to Values: A Look at Moral Education in the Schools

This paper clarifies the development of moral judgement and the means by which educators can stimulate this development. Moral teaching is defined as the process of open discussion aimed at stimulating the child to move to the next step in his development. Research evidence shows that internalized principles of moral judgement cannot be taught, but their development can be encouraged. The main conclusions are (a) the definition of "good behavior" should not be relative only to the standards or biases of the teacher; (b) the teacher's initial task is to understand, from the child's viewpoint, what is good and bad about a given behavior; (c) since the child's judgement follows a developmental sequence, some thinking can be defined as more morally mature than others; (d) it is psychologically and ethically legitimate to encourage the child to act in accordance with his highest level of judgement; and (e) insofar as discrepancies between judgement and action reflec...

MORAL EDUCATION IN SCHOOLS: IS IT A WORTHY UNDERTAKING?

Morality is belief in and conformity to principles of virtuous conduct. Consequently, moral people are expected to live uprightly by embedding acceptable values in all aspects of their endeavors. In light of this, the author argues that moral education should concern itself with instilling moral consciousness in learners with the ultimate goal of ensuring that they deliberately conform to principles of virtuous conduct in all their undertakings. Critical to the argument is the discourse explaining why moral education should be part of the school curriculum in East African schools.

Domain Approach: An Alternative Approach in Moral Education

Malaysian Online Journal of Educational Sciences, 2014

This paper discusses the use of the domain approach in moral education in an upper secondary school in Malaysia. Moral Education needs a creative and an innovative approach. Therefore, a few forms of approaches are used in the teaching-learning of Moral Education. This research describes the use of domain approach which comprises the moral domain and social convention domain. Both these domains are used through various suitable activities based on the curriculum content. The Domain Theory is used to determine the moral domain of thinking and the level of social convention domain of the students.

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.

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).