Curriculum of Moral Education Ppt

8/13/2019 Curriculum of Moral Education Ppt

1/21

CURRICULUM OF MORAL EDUCATION

EDC 3363DR.MOHD JOHDI BIN SALLEH


2/21

Table of ContentNO CONTENTS SLIDES NO

1 Definition of Moral Education 3

2 Moral Development in Child 4 - 5

3 Introduction of Moral Education in UK andUSA

6

4 Moral Education in USA 7 - 8

5 Moral Education in USA ( The Problems ) 9

6 Moral Education in USA ( The Solutions ) 10 - 14

7 Moral Education in United Kingdom 15 - 18

8 Moral Education Differences Between USA andUK

19 - 20

9 Refferences 21


3/21

Definition of Moral Education Moral education is the guidance and teaching of good

behavior and values. Moral education is taught to youngchildren in schools, providing them with a sense of

politeness and lawfulness. The definition of "moral development refers to pupils'

knowledge, understanding, intentions, attitudes andbehavior in relation to what is right or wrong."

Students should "explore the place of reason in ethicalmatters and as autonomous moral agents acquire value-systems which are their own (rather than simplytransmitted by others and accepted uncritically).


4/21

Moral development in Child

According to Wilson et al (1967, p.129): A child needs to accept a certain code of behaviour, parental commands, traditionalrules etc.

Durkheim (in Wilson, 1961) says:The child must come to feel himself what there is in a rule whichdetermines that he should abide by it willingly. In other words hemust sense the moral authority in the rule, which renders it

worthy of respect (p154).

Teachers and parents should confront the child with their ownmoral codes in a very clear and definite manner so that, whetherhe accepts or rejects a code, at least he knows what he isaccepting or rejecting (Wilson in Wilson et al, 1967, p.132).


5/21

Moral development in Child

Pupils' moral development involves pupils acquiring anunderstanding of the difference between right and wrongand of moral conflict, a concern for others and the will to

do what is right.

They are able and willing to reflect on the consequences oftheir actions and learn how to forgive themselves andothers.

They develop the knowledge, skills and understanding,qualities and attitudes they need in order to makeresponsible moral decisions and act on them.


6/21

Introduction of Moral Education in

UK and USA Education is an arm of the government, and is under

political control. Governmental control is defined throughconstitutions, laws and regulations.

In the United States the responsibility for education restswith each individual state.

In the United Kingdom there is a National Curriculum

Council.

Education has become more centralized, so that eachcountry's educational agenda is in addition to the nationalcurriculum.


7/21

Moral Education in USA In the United States moral education refers to the

broad concept of right and wrong. However, for somemorality refers cultural standards (Robb).

Moral education in the United States is focussing oncharacter education.

Character is "a reliable inner disposition to respond tosituations in a morally good way. It refers to the moralqualities and ethical standards which make up theinner nature of a person.


8/21

Moral Education in USA Character might be termed the moral personality.

Behavior is a product of character. Character educationholds to the premise that civilization has a commoncore of shared values, referred to as universal values orpublic values.

These universal values are rational, objectively valid,universally accepted qualities, actions and ideals towhich people of all civilized nations, creeds, races,socio-economic status and ethnicity ascribe.


9/21

Moral Education in USA

( The Problems )

Since education is government controlled, and sincethere is a character education movement building,how is the government becoming involved inaddressing character education?


10/21


( The Solutions ) Three models emerged in the United States:

No state level activity

State encouragement State mandated character education

No state level activity

The states with no state-level activity may have made aconscious decision that character education should be atthe local level as a grass roots endeavor.


11/21


( The Solutions ) No state level activity ( Cont )

The advantage of this model is that character education is by localchoice rather than state mandate. Those involved in it arecommitted teachers and districts.

The disadvantage is that educators in these states may notbecome aware of character education. Dissemination ofinformation is difficult.

No funding for activities.

State encouragement Each school is encouraged to instill the highest character and

academic excellence in each student, in close cooperationwith the student's parents, and with input from thecommunity and educators.


12/21


( The Solutions )

State encouragement ( Cont )

Schools should make every effort, formally and informally, to stress character

qualities that will maintain a safe and orderly learning environment, and thatwill ultimately equip students to be model citizens.

The advantage of encouraging rather than mandating the character educationprogram is that teachers and schools systems are given resources, and choiceabout using them.

The State of Washington legislative rule RCW 28A.150.210 describes the BasicEducation ActGoal.The goal of the Basic Education Act for the schools ofthe state of Washington shall be to provide students with the opportunity tobecome responsible citizens, to contribute to their own economic well-beingand to that of their families and communities, and to enjoy productive andsatisfying lives.


13/21


( The Solutions ) State mandated character education

In November 1991 the State Board of Education in Oregon

adopted the following statewide policy regarding charactereducation in Oregon's public schools:Schools share responsibility with the home, religiousinstitutions and community agencies for the development ofpositive character traits in young people.

In July 1993 the State Board of Education adopted anadministrative rules to include character education as anelement of a standard education in Oregon's public schools:


14/21


( The Solutions ) State mandated character education

(4) Character Education. Character Education is the processof helping students develop and practice the core ethical

values that our diverse society shares and holds important.

These values include but are not limited to, respect,responsibility, caring, trustworthiness, justice and fairness,and civic virtue and citizenship.(OAR581-21-200)

Character education was added to the curriculum content

requirements in 1994:(26) The study of the core ethical values which our societyshares and holds important, including but not limited torespect, responsibility, trustworthiness, caring, honesty,

justice and fairness, and citizenship and civic involvement.


15/21

Moral Education in United

Kingdom In the Education Reform Act of 1988 it was stated that

there should be a school policy regarding valueseducation.

It also stated that the teacher is a moral agent, and thatschools teach values.

The 1992 Schools Act stated that schools should"promote the spiritual, moral, mental, physical andcultural development."


16/21

Moral Education in

United Kingdom

In the Education Reform Act of 1988 it was stated that

there should be a school policy regarding valueseducation. It also stated that the teacher is a moralagent, and that schools teach values.

The 1992 Schools Act stated that schools should"promote the spiritual, moral, mental, physical andcultural development."


17/21

Moral Education in

United Kingdom The National Curriculum Council offers a list of moral issues:

School values should include telling the truth, keeping promises, respectingthe rights and property of others, acting considerately towards others, helping

those less fortunate and weaker than ourselves, taking personal responsibilityfor one's actions, self-discipline. School values should reject bullying, cheating,deceit, cruelty, irresponsibility and dishonesty.

There are four elements of moral education, according to a NCC DiscussionPaper:

The will to behave morally as a point of principle. Knowledge of the codes and conventions of conduct agreed by society. Knowledge and understanding of the criteria put forward as a basis for

making responsible judge judgements on moral issues. The ability to make judgements on moral issues.


18/21

Moral Education in

United Kingdom

Morally educated school leavers should be able to:

distinguish between right and wrong. articulate their own attitudes and values. take responsibility for their own actions. recognise the moral dimention to situations. understand the long and short-term consequences of their actions for

themselves and others

develop for themselves a set of socially acceptable values and principles,and set guidelines to govern their own behavior recognise that their values and attidues may have to change over time.

behave consistently in accordance with their principles.

-


19/21

Moral Education Differences

Between USA and UK In the United Kingdom moral and religious education

are treated as one subject.Moral education in schools

has traditionally been associated with religiouseducation . All religions stress the importance ofmorality and give guidance in the form of generalprinciples, codes or rules.

There is a blending of religious and moral.


20/21

Moral Education Differences

Between USA and UK

In the United States Supreme Court decisions since

the 1960s have systematically stripped religion fromthe public schools.

Therefore moral education must be kept separate from

religion.


21/21

Refferences Bull, N.J. (1969)Moral Education, London, Routledge &

Kegan Paul

Scott Baldauf, Reading, Writing, and Right and

Wrong, The Christian Science Monitor (August 27,1996)

Colleen OConnor, The We Decade: Rebirth ofCommunity, The Dallas Morning News (March 10,

1995) Damon, W. (1988). The moral child: Nurturing

childrens natural moral growth. New York: The FreePress.

Curriculum of Moral Education Ppt

Documents

Transcript of Curriculum of Moral Education Ppt