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
1. INTRODUCTION
2. PERSPECTIVES ON MORALITY AND THE NEED FOR AN ORGANIZED SYSTEM OF MORAL EDUCATION
3. MORAL EDUCATION
4. THE SCHOOL
5. THE TEACHER
6. THE SUBJECT
7. CONCLUSION
8. BIBLIOGRAPHY
Research Objective and Key Themes
The primary objective of this paper is to examine the essential role that educational institutions play in moral development and to explore how schools can effectively integrate moral education into the modern curriculum to address the decay of societal values. The paper investigates the responsibility of teachers as moral agents and analyzes the pedagogical approaches that foster moral autonomy in students.
- The theoretical conceptualization of morality and moral principles.
- The shift in responsibility for moral education from religious institutions to schools.
- Pedagogical approaches to moral education, including the critique of indoctrination.
- The teacher's role as a moral model and agent within a pluralistic society.
- The utilization of school subjects, particularly Literature and Drama, for moral growth.
- The importance of role-taking and oracy in developing moral judgment.
Excerpt from the Book
THE SUBJECT
Subjects such as History, Science, Social Studies and English are perfect vehicles for the teaching of moral education.
English Language as well as Literature are particularly effective as media for the stimulation of moral growth. Bramble and Garrod (cited by Kohlberg 1979 p.210) share the view that “Literature offers a rich and largely unmined source for moral education discussions in the high school classroom.” Peterson (1965) likewise, observes that from the time of the ancient Greeks the study of literature has been viewed as one of the most effective instruments of moral education for the adolescent and that the adolescent, through a study of literature is brought through an imaginative confrontation with different people and important issues of life. Bull (1973) supports this view in a similar observation that through the ages different types of stories have been used to enlarge experience through the imagination and that in all types of stories, even the fairy stories of the young, there is rich material for moral education. It becomes evident that any teacher of Literature has in his power the ability to transmit a deeper insight into life – how different people(s) think, act and react in different situations.
Reading and Drama are two areas of Literature which may be used to great effect for the teaching of moral education. The close study of a text offers the opportunity for the formation and testing of principles through role-taking. Kohlberg (1979) states that engaging students in role-taking and exposing them to slightly more adequate modes of reasoning provide additional catalysts for growth and that it is this type of exposure which brings one an awareness of the inadequacy of one’s own reasoning and consequently, the realization of the need for a new balance of thought.
Summary of Chapters
INTRODUCTION: Defines morality through various academic perspectives and establishes it as an integral, fundamental aspect of human life and society.
PERSPECTIVES ON MORALITY AND THE NEED FOR AN ORGANIZED SYSTEM OF MORAL EDUCATION: Discusses the impact of social change and modernization on moral values, highlighting the necessity for a structured approach to moral education.
MORAL EDUCATION: Examines different pedagogical strategies for moral instruction and addresses the controversy surrounding indoctrination versus fostering moral autonomy.
THE SCHOOL: Analyzes the evolving role of the school in moral education, including regional approaches in the Caribbean and international contexts like Malaysia and Japan.
THE TEACHER: Explores the burdens placed on teachers as moral agents and the conflicts arising from competing value sources in a pluralistic society.
THE SUBJECT: Discusses how various academic subjects, especially Literature and Drama, serve as effective tools for role-taking and developing moral reasoning.
CONCLUSION: Reaffirms the school as a value-laden institution and the teacher as the crucial vehicle for guiding youth through modern society.
BIBLIOGRAPHY: Lists the academic sources used to support the paper's arguments on moral philosophy and educational practice.
Keywords
Moral Education, Morality, Moral Autonomy, School Curriculum, Teacher Role, Indoctrination, Literature, Role-taking, Moral Agent, Values, Social Change, Pedagogical Approaches, Moral Reasoning, Character Education, Educational Philosophy.
Frequently Asked Questions
What is the core focus of this publication?
The publication examines the critical role of schools in providing moral education, arguing that as the influence of traditional institutions like the church declines, the responsibility for fostering morality has shifted to educational systems.
What are the primary themes discussed in the paper?
Key themes include the definition of moral principles, the pedagogical challenge of avoiding indoctrination, the transformation of the teacher into a moral agent, and the use of various school subjects to stimulate moral growth.
What is the central research question?
The paper addresses whether the individual can be relied upon to develop moral principles independently or if a formal, organized system of moral education is necessary to preserve societal well-being.
Which methodologies are highlighted for teaching morality?
The text highlights methods such as role-taking, drama, literature analysis, and group discussions as effective means for students to explore values and develop moral reasoning.
What is the primary content of the main chapters?
The main chapters cover the theoretical underpinnings of morality, the evolution of moral education in schools, the specific responsibilities of teachers, and the practical application of literary studies in moral development.
Which keywords define this academic work?
Important keywords include Moral Education, Moral Autonomy, School Curriculum, Teacher Role, and Role-taking.
How does the author view the concept of indoctrination in schools?
The author presents indoctrination as problematic, suggesting that moral education should aim to help individuals decide and act reasonably for themselves rather than simply persuading them to behave according to external dictates.
Why is Literature considered a "perfect vehicle" for moral education?
Literature is regarded as highly effective because it allows students to engage in imaginative confrontations with diverse moral dilemmas and characters, providing a safe space to test principles through role-taking.
What role do current events play in the author's argument?
The author uses 1990s-era newspaper reports from Barbados and international examples from Asia to demonstrate a global trend toward integrating moral instruction more deeply into formal school curricula.
- Quote paper
- Joyette Fabien (Author), 1990, The Role of the School in Moral Education, Munich, GRIN Verlag, https://www.grin.com/document/318375
