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Importance of moral education
The importance of teaching moral values at school
Importance of moral education
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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
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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.
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
The purpose of this paper is to find evidence of Kohlberg 's and Piagets moral stages for adolecents. We are going to ask a teenager a series of different questions in an interview in order to find out where exactly they fit in Kohlberg’s and Piaget’s moral stages and if the fall in the one designated for teenagers, Postconventional and Autonomous morality respectivly. According to these theorist, adolescents are starting to form their own ideas of what is right and wrong and using their ideals to see what they would do in certain situations.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
In every civilized society you will always find many varying forms of morality and values, especially in the United States of America. In Societies such as these you find a mosaic of differing religions, cultures, political alignments, and socio economic backgrounds which suggests that morality and values are no different. In Friedrich Nietzsche’s book, Beyond Good and Evil, Nietzsche discusses morality and the two categories that you will find at the very basis of all varieties of morality. One category of morality focuses on the “Higher Man” and his superiority to all those under him and his caste. The second system is derived from those of a lower caste that may be used by those in higher castes to further themselves and society. These categories as described by Nietzsche are known as Master Morality and Slave Morality. In this modern time in our culture, morality is becoming a more polarizing topic than ever before. Morality is often times held synonymous with religious practice and faith, although morality is an important part of religion and faith, everyone has some variation of morality no matter their religious affiliation or lack thereof. Friedrich Nietzsche’s theories on morality, Master and Slave Morality, describe to categories of morality which can be found at the very basis of most variations of morality. Master and Slave morality differ completely from each other it is not uncommon to find blends of both categories from one person to another. I believe the Master Morality and Slave Morality theories explain not only religious affiliations but also political alignments and stances on certain social issues in American society. By studying the origins and meanings of Nietzsche’s theories, comparing these theories to c...
Effective character education programs need to include many main beliefs. 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. The second thing that character education needs to have is thinking, emotion, and behavior.
In “The Essential Agrarian Reader,” Norman Wirzba claims that “it is only as we are faithful to the particularities and demands of place and accept responsibility for our actions in those places, that we can claim to be moral beings at all” ( Wirzba 95). Without recognizing the effects of our actions on a certain place we cannot consider ourselves moral individuals. In this paper, I will argue that this claim is correct because without a sense of accountability, a connection to morality cannot be made.
(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
Philosophical musings on the nature of morality are often expressed by thinkers who focus on human nature. Among the factors which determine human behaviour, a moral analysis of the concepts of right and wrong is often prominent. In investigating human behaviour through the relationship between reflection and action, this morality is often observed. Therefore, in the course currently entitled Human Sciences 101: Reflection and Action, both phiolosophy and morality are key themes. However, the calendar description for the course is as follows, “What is the relationship between thinking and action? Do they pull us in different directions? Can they be integrated? This course investigates how our own dialogue with core texts, from antiquity (e.g., Homer, Plato, Christian Scriptures) to the present (e.g., Joyce, Arendt), offers ways of understanding the dilemmas and issues raised by these texts and present in our culture” (Waterloo 2013). The description lacks a mention of the philosophical concepts of morality within the course's content. One of the core texts of the course where morality can be seen is Saint Augustine's Confessions, where Augustine explores a theological philosophy. The theme of morality is also seen in René Descartes' Discourse on Method and Related Writings, where Descartes proposes a scientific moral philosophy. Hannah Arendt's Eichmann in Jerusalem also explores morality through a philosophical examination of the relationship between thinking and committing evil. Therefore, the writings of Augustine, Descartes and Arendt each exhibit a philosophical perspective on morality which can be tied to the course's central theme of reflection and action. [END OF INTRODUCTION]
... is learned through life experience, through the people who raise and teach. Through these life experiences, morality morphs into a belief system one may choose to believe in. This system whether good or bad, allows for humans to follow a certain path. Without this moral belief system, the world would go into chaos. Both writers discussing the idea of morality provide an essential opinion in the world. Their arguments not only teach people how to act, but how to treat one another throughout life. Morality allows people to be at their best, by forcing individuals to be accountable for their actions, and makes a person learn from their own mistakes. Through reading both these works, it is obvious that in order to have morality in the workplace, one must first have a strong personal moral ground. Morality is necessary in order to exceed in the professional world.
Morals are defined as expressing or teaching a conception of either behaviour. Teaching moral values to a child are usually the responsibility of the parents. A parent influences a child at a young age, although as they mature they have the ability to accept or reject their traits. In the play, A Taste of Honey, author Shelegh Delaney illustrates the impact a parent has on a child, and how their decisions can affect the way in which they control their lives. Children are influenced by their parents and this is reflected in their behaviour, which is dependent on the morals instilled in them from birth.
In a society with a vast array of different beliefs and mediums through which these beliefs are presented, children can get lost in an overwhelming sea of influential ideas and concepts not necessarily intended for their eyes and ears. Character education is a concept that calls for teachers and school curriculums to guide students in learning what Edward F. DeRoche and Mary M. Williams (2001, p. 25) described as “core values held sacred by a democratic society.” Parents are generally considered the teachers of morals, but if values like sharing, compassion, and honesty are never enforced or addressed outside the home, these values may never be established as a stable foundation in the child’s mind. Character education’s purpose is to help children choose to be well-mannered, stable, cooperative individuals. Character education is not in every school system, but its support is growing along with the amount of research evidence increasing in its favor (Viadero, 2003). The teaching of values in education has evolved into character education, and today there are different studies, designs, and resources for character education programs in schools to foster moral growth and citizenship in children.
Moreover, I believe every child in a classroom has something to offer. Every child entering the classroom has potential, the potential to bring something extraordinary and unique to the world. The classroom environment and the teachers need to be role models for students who allow them to grow morally, individually, spiritually and socially. Like Aristotle has said, teacher’s need to ingrain morals in students, and it is with education and learning we develop such values.
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass
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