This paper deals with the role of the school in moral education. Is takes a look at the school as a whole as well as the individual teacher and the subject which is taught.
Bramble and Garrod (cited by Kohlberg, 1979 p.210) define morality as “perspective on life - a set of principles which, applied to given circumstances help to guide one’s actions.”
Lacey reveals a similar viewpoint when he defines it as concerning habits, customs and ways of life and the categorization of these into good or bad, right or wrong. He goes on to introduce the concept of a moral principle of which he presents three views: things for which we can be held responsible, a principle which is preferred over other principles and values that are universally accepted and approved.
These definitions clearly illustrate one major point: that morality is an integral aspect of life.
During the course of one’s lifetime, one is constantly called to act upon principles that have been established and accepted across societies over decades or to act upon one’s own principles in a given situation.
The concept of a moral principle then is basic to all human societies and to every individual human being. However, in defining morality one needs to explore the concept in more detail. It is necessary, first of all, to look at what may be considered as moral by the individual, by the society and by different societies. Secondly, one must note that there are values such as honesty, integrity, respect and consideration for others which are fundamental to humanity.
Table of Contents
- Introduction
- Perspectives on Morality and the Need for an Organized System of Moral Education
- Moral Education
- The School
- The Teacher
- The Subject
- Conclusion
Objectives and Key Themes
This paper examines the role of schools in moral education, exploring the evolving perspectives on morality and the need for a structured approach in a changing society. It investigates the responsibilities of schools, teachers, and the curriculum in fostering moral development. The paper also analyzes different approaches to moral education, weighing their strengths and weaknesses, and ultimately advocating for a balanced method that promotes autonomous moral decision-making rather than indoctrination.
- The definition and evolving understanding of morality.
- The shifting responsibility for moral education from the church to the school.
- Different approaches to moral education (hardline, softline, and a middle way).
- The importance of avoiding indoctrination in moral education.
- The role of the school, teacher, and curriculum in fostering moral development.
Chapter Summaries
Introduction: This introductory chapter lays the groundwork by defining morality through various perspectives. It highlights the inherent complexity of morality, acknowledging its subjective and societal aspects while emphasizing universally accepted values like honesty and integrity. The chapter establishes the central question: should moral education be left to chance, or should there be a formal system, and if so, who should be responsible?
Perspectives on Morality and the Need for an Organized System of Moral Education: This chapter delves into the changing landscape of morality in modern, pluralistic societies. It contrasts Kohlberg's view of individual moral agency with Harris's emphasis on the acceptance of basic values as crucial for moral behavior. The discussion culminates in the crucial argument for a formalized system of moral education to counter the decline of societal values and address the need for a structured approach to moral development in a rapidly changing world, shifting the responsibility from the church to the school system.
Moral Education: This chapter explores the evolving role of schools in moral education, citing parental concerns and societal expectations. It analyzes various definitions and aims of moral education, highlighting the emphasis on decision-making skills and the development of morally autonomous individuals capable of navigating complex situations. The chapter critically examines different approaches to moral education, including the "hardline" and "softline" approaches, and advocates for a balanced "middle way" that avoids indoctrination while promoting critical thinking and moral reasoning.
Keywords
Moral education, morality, values, schools, teachers, curriculum, indoctrination, moral development, societal change, pluralistic societies, autonomous decision-making.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this document?
This document is a comprehensive language preview of a paper examining the role of schools in moral education. It explores the evolving perspectives on morality and the need for a structured approach in a changing society, investigating the responsibilities of schools, teachers, and the curriculum in fostering moral development.
What are the key themes explored in the document?
Key themes include the definition and evolving understanding of morality; the shifting responsibility for moral education from the church to the school; different approaches to moral education (hardline, softline, and a middle way); the importance of avoiding indoctrination in moral education; and the role of the school, teacher, and curriculum in fostering moral development.
What are the chapter summaries provided?
The introduction defines morality from various perspectives and establishes the central question of whether moral education should be formalized and who should be responsible. The second chapter delves into the changing landscape of morality in modern societies, arguing for a formalized system of moral education to counter the decline of societal values. The third chapter explores the evolving role of schools in moral education, analyzing various definitions and aims, and advocating for a balanced approach that avoids indoctrination.
What are the objectives of the paper?
The paper aims to examine the role of schools in moral education, analyze different approaches to moral education, and advocate for a balanced method that promotes autonomous moral decision-making rather than indoctrination.
What is the proposed approach to moral education?
The paper advocates for a "middle way" approach to moral education, balancing structured learning with critical thinking and avoiding indoctrination. This approach emphasizes the development of morally autonomous individuals capable of navigating complex situations.
What are the keywords associated with this document?
Keywords include: Moral education, morality, values, schools, teachers, curriculum, indoctrination, moral development, societal change, pluralistic societies, autonomous decision-making.
What is included in the table of contents?
The table of contents includes: Introduction; Perspectives on Morality and the Need for an Organized System of Moral Education; Moral Education; The School; The Teacher; The Subject; Conclusion.
Who is the intended audience for this document?
The intended audience appears to be academics and researchers interested in moral education and its implementation within school systems.
- Quote paper
- Joyette Fabien (Author), 1990, The Role of the School in Moral Education, Munich, GRIN Verlag, https://www.grin.com/document/318375
