Morality in Education

In the field of iPod, SMS, video chat, online video game, e-mail, what do the average teenagers think about morality? Whether this generation's students are receiving the necessary moral support from their parents, school, and community people. Whether these organizations should be involved in helping students develop their ethics. How should morals be defined, and what is "correct"? These are the problems confronted by vocational school counselors (PSC), and we need to ask ourselves regularly.

David Purpel explains three general approaches to moral education. Personality education, clarification of value, and cognitive / developmental approach (The Hidden Curriculum and Moral Education, 1983). Sex education is the oldest model by identifying a set of ethical or moral virtues that have been formed through habit formation from childhood. We model the role using modeling and external hardening and assume it is ultimately reliable and predictable. Number of characters! Character education as a general approach has several weaknesses, but there are also weak points specific to that theory and education plan. In order to highlight the problem of this approach, the following discussion will compare character education with studies of Robert Coles on moral life and children's moral wisdom.

Let's criticize the number of people! Curriculum Model as a Clear Moral Education in Public Schools

Moral education such as character education is as old as society and education. It involves the ethical aspects of individuals and society and explores how to set up correct and false criteria. Therefore, moral education teaches the core moral value of helping to take care of ethically responsible and self-ordered citizens, including integrity and responsibility, and to develop it. Problem solving, decision making, and conflict resolution are also important parts of a good moral character. Excellent role shaping in classrooms and communities is important in ethics education, because role students and students understand how their actions and decisions affect other people in society through role play and discussion. Therefore morality is caught, not lessons learned, life in the classroom is full of moral meaning and shapes the character and moral development of the students.

Moral education has various meanings and meanings. There are many ideas about how to teach ethics and values. The result is often suspicion of moral education. First of all, for some educators, this term has a negative meaning, suggesting a hypocritical behavior like a church. In this understanding, morality means freedom, tradition, Puritan Education, and not Drop. Secondly, moral education seems to contradict directly with social moral values ​​and ways of focusing on welfare. Educators may think that they should focus on positive social features and values ​​such as cooperative social coordination and democracy, not moral beliefs. This dangerous view often leads to educators and citizens completely avoiding moral education in a democratic society and therefore leading skepticism about morality.