character education where ‘universal values’ are targeted, it also relies heavily on the opinion of an individual teacher (Noel, 1997).
Main themes and feature of morality in education
The main purposes of revisiting main features of morality are to consider and examine the relevance of morality in its narrow specification within education settings. By doing so, it helps the study to acknowledge and taking these features as the guidance tool for the understanding and the argument of the classroom’s morality discourse in the coming section. First of all, it is emphasised that teaching is itself a moral act. Secondly, the issues of morality in the classroom is not straightforward, yet is more complex and subtle. Lastly, it is there is always
…show more content…
Moral authority is considered a crucial role in most of stage of classroom process. Studies even point out the moral authority of a teacher is the precondition for the academic authority to take place and this moral authority is “premised on principles, or fundamental truths, which are independent of written, or positive, laws” (Grover, 2015). This shares similarities with the indoctrinative feature of character education discussed earlier. And as being so closely associated to the idea of power relations in the classroom, morality and its practical translation within the classroom discourse are taken as central issues in this section. In conjunction to the moral dimension of education and teaching (Johnston, 2002b) that emphasises the role of school and education to be places that promote specific set of society values and beliefs, the teachers are considered centre in the process of carrying out this institutional mission. However, the context of classroom is so dynamics and instilled with various conflict forces and relations, for example, the conflict between teacher’s belief and those of her students, it calls for resort to power relations to carry out the matter of moral influence (Buzzelli and Johnston,
McNeel, S. (1994). College teaching and student moral development. In J. Rest, & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 27-49). Hillsdale, NJ: Erlbaum.
Through his article, the author builds his credibility with a considerable ethical appeal. Indeed, due to his background in education, including more than twenty years of teaching and his current pro-fessional status in higher
When one thinks about morals, he or she often find himself in difficulty. It is a fact that morals are mostly passed from one generation to another. However, we all face challenges when trying to understand whether they are all accurate or not. To start with, Morals are those values that normally protect life and always respectful of the dual life value of individual and others. Therefore, Morals are those rules that normally govern actions that re wrong or right. We know that morals may be for all people in the society or individual beliefs in the society. Some of the great morals include freedom, charity, truth, honesty and patience and all of them have a common goal. It is a fact that when they function well in the society, they end up protecting and enhancing life. These morals need to be examined always to make sure that they are performing their mission of protecting life. As a matter of fact, morals are derived from the government and society, self and religion. When morals are derived from the government and society, they tend to change as the morals and laws of the society changes. An example of the changes is seen in the cases of marriage versus individuals living together. It is true that in the past generation, it was quite rare to see any couple living together without having any legal matrimonial ceremony. However, this
Question of morality is a controversial one and usually occurs when things take a turn for the worse. What do people considered being morally right and what is morally wrong? Does law dictate it or do we follow ethics? Where people believe that there is not other solution but to commit a deed that can ultimately lead to destruction, question of faith and sometimes death. Each person has his or her very own opinion of what is deemed moral and what is not.
Immanuel Kant addresses a question often asked in political theory: the relationship between practical political behavior and morality -- how people do behave in politics and how they ought to behave. Observers of political action recognize that political action is often a morally questionable business. Yet many of us, whether involved heavily in political action or not, have a sense that political behavior could and should be better than this. In Appendix 1 of Perpetual Peace, Kant explicates that conflict does not exist between politics and morality, because politics is an application of morality. Objectively, he argues that morality and politics are reconcilable. In this essay, I will argue two potential problems with Kant’s position on the compatibility of moral and politics: his denial of moral importance in emotion and particular situations when an action seems both politically legitimate and yet almost immoral; if by ‘politics’, regarded as a set of principles of political prudence, and ‘morals’, as a system of laws that bind us unconditionally.
Wrongdoing is due to a lack of force or strength of the will . People fully know that smoking , drinking , rape , prostitution are evils and still they enjoy these evils .Smoking , drinking and other evils are due to a weakness of character . The aim of moral education is to create a strength of the will .
Personally, I am for moral, character and ethics and values education in the classrooms. Students spend most of their time in schools and they should learn how to make their own choices from all of the information. Morals education is the most controversial because morals are very personal and the teacher cannot push their opinion onto the students. The teacher must give all the information on the topic, but not give his or her opinion. A controversial topic in schools today is teaching about LGBTQ. Students need to receive the education so they can make their own opinions on topics like that. Character education, I feel, is impossible to teach without it coming into play. For example, if a child is acting out in class, you have to stop the behavior by giving the student a punishment. Teachers also give rewards for behavior if students are good during the week. Values education is another aspect that I find very hard to not teach with. As a teacher, I am going to be coming into my classroom with my values, like the ones I talked about before, and as a teacher my values will come out when I teach. I will expect my students to be respectful of me, and that is a value. It is very hard for teachers not to teach character and value education. It is also teaching students to be respectful and standup
(2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal Of Moral Education, 41(2), 225-243. doi:10
In ones adolescent years, an important figure or role model taught the values of morality, the importance between right and wrong and the qualities of good versus bad. As the years, decades, and centuries have passed by, the culture of morality and the principles that humankind lives by have shifted and changed over time. In the article, “Folk Moral Relativism”, the authors, Hagop Sarkissian, John Park, David Tien, Jennifer Cole Wright and Joshua Knobe discuss six different studies to support their new hypothesis. However, in order to understand this essay, one must comprehend the difference between moral objectivism and moral relativism, which is based on whether or not the view of what someone else believes in, is morally correct or incorrect. For instance, moral objectivism is not centered on a person’s beliefs of what is considered right and wrong, but instead, is founded on moral facts.
Over the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. Several states, including California, mandate that schools in some way focus on the social and emotional development of students through character education (USDE, 2011). According to legislation in the state of California, all California teachers are supplied with a character education manual with the expectation that each teacher impress the qualities of good character u...
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass
It is said that “Character education promotes core ethical values as the basis of good character.” This means that some values which include caring, honesty, fairness, responsibility, and respect for self and others are all essential to building character education. The hope is that schools that implement character education programs look at these values as obligations for the student to uphold.
Morality is defined to be the standards of a human behavior and principles that always give a meaning to life and is a must. Today’s youth have shown a massive degradation in the moral values in the modern society. A large number of today’s youth seem to believe that having moral standards is outdated and unfashionable. Several minds are now subtitled with hypocrisy, lust, hatred and so on, which has resulted in a degeneration that arose from the lack of parental influence, open-minded media and peer pressure. Those causes are the main reason of the sorry state of morality between the youth nowadays.
When considering morality, worthy to note first is that similar to Christian ethics, morality also embodies a specifically Christian distinction. Studying a master theologian such as St. Thomas Aquinas and gathering modern perspectives from James Keenan, S. J. and David Cloutier serve to build a foundation of the high goal of Christian morality. Morality is a primary goal of the faith community, because it is the vehicle for reaching human fulfillment and happiness. Therefore, great value can be placed on foundations of Christian morality such as the breakdown of law from Aquinas, the cultivation of virtues, the role of conscience in achieving morality, and the subject of sin described by Keenan.
The concept of morality differs for every individual. Morality is one 's concept of right and wrong as defined by the individual 's society, family, religion, ethnicity and even gender. It is also subject to the individual 's interpretation and experience. This lends credence to the idea that no one 's morality is exactly the same. The next logical question to answer would be how does one develop their morality? Developmental behaviorist such as Piaget and Kohlberg developed theories for this moral development and how it progresses from childhood into adulthood (Barsky, 2010). Kohlberg 's theory centers around three levels of growth: preconventional reasoning, conventional reasoning, and postconventional reasoning. The levels progress from